Choice & Relevance for the Win

This past Sunday was Mother’s Day.  I got to spend an entire almost two hours in the car driving to one of my favorite restaurants in Chicago to pick up brunch and bring it back home.   It was absolutely glorious.   Besides the anticipatory drooling over the amazing spread coming my way, for the first time in almost two months, I was alone, in my car, and I could choose to do whatever I wanted.  

The first half-hour I spent playing music and singing (rather loudly) all of my favorite songs.  As I got closer to the city the music buzz started to wear off, and I began thinking it would be nice to use this time to catch up on some podcasts I hadn’t had time to listen to much since we had been home.  Noticing that the Cult of Pedagogy’s latest podcast was on feedback, a topic that we have been discussing heavily lately, I decided that was definitely the right choice and off I went on a learning journey, actually finishing that episode as well as another one on creating meaningful screencast videos. (1.5 time is amazing for that kind of thing)  

By the time I got home I was absolutely famished (driving in the car for almost an hour smelling your favorite food is totally intoxicating & aggravating at the same time), but filled with pure joy from the inspiration I got from those two episodes.  I couldn’t wait to talk to my instructional team on Monday to share with them the episodes and new ideas they had sparked.  There was a renewed sense of urgency and excitement for my job that I haven’t felt since we’ve been going nonstop for the past 6 weeks.  

This entire experience brought me back to my doctoral research on motivation as well as years of experience working with a variety of different learners.  When given choice and relevance to current work or future goals, the learning becomes meaningful, internalized, and action-oriented.  When it is forced and/or disconnected, learning is superficial and often short-lived.  

Too often in education, this important aspect of learning is neglected or forgotten in favor of a “common understanding.”  The assumption being that if the information is presented to everyone in the exact same way, that their learning path, as well as mastery, will also be the same.  Of course, this perspective completely ignores the fact that human beings come with a variety of backgrounds, experiences, and perspectives, all of which impact the way that knowledge is received, internalized, and acted upon. 

A better, more meaningful approach is to focus on the common vision and/or goals first.  Layer in choice and autonomy in learning next with relevant learning experiences.  Regardless of what the learners choose, the goal of a common understanding will naturally result because the goal is clear and has been developed together.  The learners will be ten times more committed to the work because their background, interests, and experiences have been honored throughout the process.  

Remote learning has created conditions ripe for experimentation as well as innovative learning experiences for both students and staff.  Teachers are regularly seeking out new ways to reach their students while they are learning from home.  Not from a directive to do so, but from the inner drive to help their students to feel connected and succeed.  As administrators, our job is not to tell our educators what to do, but to build with them a clear shared vision of the work so that they are free to tinker, experiment and create.  We need to keep learning alongside them so that as we venture on this new experience together we continue to bring relevance to everything we do.  In doing so, we create the ultimate conditions for learning where everyone can experience that blissful feeling that comes from connecting autonomy with purpose. 

 

Top 10 Tips for Leading in a Crisis

This past week an episode from the Innovator’s Mindset podcast came out that I was privileged to be a part of.  The interview was from the very beginning of Illinois’ Stay at Home order that resulted in our school buildings shutting down and switching to remote learning.  Listening to it has been a wonderful reflection tool for leading and learning during a crisis. Although almost six weeks later the themes we discussed still ring true, there is definitely more that I have learned in this journey.

Below are my greatest takeaways thus far.

1.      Continue to Focus on Relationships

This is truly the most important thing that we can do at any time, as leaders and as human beings.  Whether by email, text, phone call, virtual meeting or letter in the mail, find a way to regularly check on your staff and families solely for the purpose of seeing how they are doing.  Like George said in the podcast, this includes everyone.  People who you may think are completely fine may not be.  See if they need anything and just have a friendly conversation.   I have sincerely appreciated staff members who have reached out to me as well.  One of my teachers sends me funny memes and pictures on a regular basis.  I look forward to them so much!  They’ve helped really bad days when there’s a lot going on turn into manageable ones.  Social distancing may mean that we can’t be physically close, but shouldn’t mean that we distance ourselves from continuing meaningful relationships.

2.      Take Care of Yourself

You’ve probably heard this many times, but you can’t pour from an empty cup.  I know it’s hard.  I’m in 8 million virtual meetings on a daily basis myself while trying to balance with family responsibilities it can feel impossible to find the time, but you’ll be better if you do.

At the beginning of this I thought I could do it all.  I went about two weeks at full throttle and almost completely lost it by day 15.  My usual positivity was really forced.  It was hard to think and I don’t know that I was making the best judgment calls.  I had to change something fast.

For me, the taking care of myself ended up being a change in routine.  Monotony is my worst nightmare and I was trapped in a cycle of just that.  I started walking outside during some of my meetings.  I picked up coffee at a local coffee shop a few days a week for a treat.  I gave myself permission to not be busy every minute of every day and to sometimes just sit.  I started working on things outside of school that fed my creative soul.  It all made a huge difference and I am sincerely a better leader and human because of it.  Please, please, please take time for yourself each day.  You’ll actually get more done in the end and be happier doing it.

3.      Continue to Connect with the Community

Connecting with families is such an important part of leadership in any time, but when we don’t have the four walls of daily interaction to keep us all connected, it’s imperative that we find new ways to do so.  As an anchor of the community, supporting teachers, students and families will only make us stronger in a time of crisis.  Because there isn’t physical connection, regular facetime is imperative.  Look for ways to provide structure and routine that mirror what was happening before while also bringing in new and innovative ways that capitalize being at home.

At Jefferson, this connection has included:

• A daily morning message that is a hybrid of home and school.  I start the announcements celebrating birthdays each day, acting as the host.  The rest of the announcements is run by student contributions such as leading the pledge, sharing a talent, a challenge for other students, a wondering or even an example of some family fun.  It has been wonderful getting to see students show off talents that we might not have seen at school like acrobatics on a trampoline or cooking demos.  Today’s announcements included our PTA president and his two sons playing a rock version of the Star Wars Thrown Room Song.  I always close it with some encouraging words of positivity for the kids and/or parents.
• Both staff and student bedtime story read-alouds that come out at 3:00 p.m. on our YouTube Channel.
• Opportunities to connect virtually both synchronously and asynchronously through GoogleMeet, Zoom, FlipGrid Challenges, Instagram and Seesaw posts.  Every Friday in May I meet with groups of 5th graders to catch up and talk about their thoughts about going to Middle School.
• Spirit Week and last week of school activities developed by our Student Council that include a whole school virtual picnic and Field Day.
• Social Media posts about what our students have been up to while they have been at home as well as individual daily posts celebrating our graduating class of 5th graders.
• Staff collaboration videos sent to our families sharing how much we appreciate and miss them as well as what we’ve been up to at home.

Make sure that the sharing is not just one way.  Look for ways to incorporate families as well as staff in the community connection.

4.      Consistent Focus & Messaging

Since the beginning of this crisis, we have focused on two major things:  Connecting with kids and consistent communication.   Although there have been some shifts as to what this looks like as we continue to gain experience in the virtual world of learning, our focus continues to be the same.  I continue to reinforce this during team meetings, emails, 1:1 conversations as well as in my weekly Friday newsletter to staff and to families.   Feedback from our families has been incredibly positive in the area of both communication and connection as a result.

We have had some shifts from our district office throughout the time we have been at home related to various aspects of operations, grading and planning.  When these occur, I’ve found that significant changes are best communicated in a whole group virtual meeting (actually recommended to me by one of my awesome 5th-grade teachers).  This makes sure everyone hears a consistent message as well as gives opportunities for feedback which leads me to my next tip…

5.      Create Feedback Loops

Giving and receiving feedback is critical at any time, but especially when we are remote and not seeing on another on a regular basis.  Throughout this process, I meet with teams weekly to find out their needs as well as to receive feedback on processes and information being shared.  Our teachers have been asking both the parents and students for their feedback on our eLearning plans as they have progressed.  During the first month, I also hosted a “Town Hall” at our April PTA meeting to share with parents our plan as well as receive feedback on how we were doing in meeting Jefferson students’ needs remotely.  At the end of this month, I will also be sending out a final survey to families for positive feedback as well as suggestions for the future.  All of these things combined contribute to the regular improvement of our processes and helps to keep everyone connected as well.  It also will help to bridge a shared vision of education when we return in the fall or if we have to continue remote learning at any time in the future.

6.      Trust the People Closest to the Kids

This message is critical to the success of our students learning and feeling cared for at home.  Our teachers have been working with students since the beginning of the year and know them best.  They were rocking it when we were in school, but I have been blown away by the ways my teachers have been shifting their teaching practices to meet the needs of the students at home.  Trying out new technology, new ways to present lessons, and new ways to connect with kids have all come from my amazing staff.  This was rooted in a foundation of trust in staff expertise.  When we empower others, as opposed to limit their abilities based on a singular interpretation, great things happen for kids.  

The same applies to trusting our parents who know our students better than anyone on the planet.   Including parents’ ideas and feedback as well as supporting them when they need help is all an important part of the learning process, inside of school and out.  One of my greatest hopes after this is all over is that the collaborative and trusting relationships that we have continued to build during this time will continue when we return to our brick and mortar buildings.  The level of trust we give to our parents is a large factor in the success of this.  We can’t just ask for feedback, we need to act on the suggestions given.  If the idea is not feasible, it is important to explain why.

7.      Keep Meetings (& Messages) Short & Flexible

I don’t care if you are the funniest, most charismatic person ever, no one, and I mean no one wants to sit in a 3-hour virtual meeting.  People are trying to manage working remotely with taking care of family and 8 million other objectives of the day.  Prioritize your agenda to what is most essential.   The other items will still be there when we return to brick & mortar education and will be heard in a much more meaningful way when they actually apply to the work being done.  The same holds true for emails.  Keep your messages short and to the point.  When in doubt, default to what is reasonable.  

8.      Professional Learning Should Match Teacher & Student Need

Just like when we are in the four walls of a school, professional learning should include choice and be directly connected to the work teachers are doing.  Instructional coaches are making a huge difference during this time.  Our instructional coach at Jefferson attends virtual team meetings weekly and looks for ways she can support teachers to take things off of their plate.  She has created instructional tutorials for parents & students, modeled how to use tech tools to aide in synchronous and asynchronous teaching, offered office hours for families if a teacher is introducing a new way of learning to students and more.  She is thoughtful in the ways she shares new ideas or resources by communicating one new idea once a week at a scheduled time.  The things she shares are connected to conversations she has heard in team meetings or build upon the prior week.  Teachers can also reach out to her for coaching on any topic of their choosing.  For more information for how she is supporting our staff in new and innovative ways, check out my post, Coaching During a Crisis.

Avoid assigning articles on theory or required learning like scheduled webinars. Assigning blanket learning for all, especially when it is disconnected to the work currently being done is a major misstep that shows a lack of empathy as well as creates a perfect breeding ground for mistrust and resentment.  The most meaningful learning that will happen at this time will come directly from your staff.  We need to value their time and knowledge base as well as educator’s natural inclination and gifts in seeking out information and new ideas.  When we do, their teaching will far surpass anything we could have possibly imagined.

9.      Celebrate & Share the Good

There is so much good happening right now, but it may be hard to see because we’re all teaching in our own virtual classrooms.  My instructional coach and I have been attending team meetings once a week virtually for the purpose of seeing how we can support teams, but also to be able to share what other teams are up to.  This has been great for sparking new ideas as well as trying new things with students.  I continue to send emails to staff about the great work they are doing as well as share on social media learning happening as a result of my teachers.   When parents share something positive with me about a staff member I make sure I share it with them.   One of my colleagues highlights in her weekly newsletter something wonderful she’s seen in each of her team’s plans.  I plan to start doing this as well.  Good ideas need to be shared!

10.    Continually Learn & Plan for the Future

In any situation, the best thing we can do is reflect on our experiences to plan for the future.  As a staff, we are already thinking about next year, considering what teaching strategies and tools we want to make sure we continue to utilize.  A strategic plan for teaching students at the beginning of the year how to use various technological tools has been a large part of this conversation.  To start the year, my staff has asked that we focus our professional learning on various aspects of technology to better prepare ourselves if this were to happen again.  Teams have also been brainstorming ways they will use what they have learned in their classrooms in the fall.  If this happens again, (please no!) I am confident that we will be prepared because of our thoughtful reflection and planning.

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At the beginning of this, I felt like my greatest role was supporting my staff and families to stay connected as a community.  Six weeks later I continue to stand by this conviction.  Without our regular routines and interaction, it can be easy for anyone to start to feel disconnected and alone.  As leaders, our actions can either fuel that isolation, or be the antidote, bringing everyone closer.   When in doubt, air on the side of empathy.   

“Empathy is a strange and powerful thing. There is no script. There is no right way or wrong way to do it. It’s simply listening, holding space, withholding judgment, emotionally connecting and communicating that incredibly healing message of ‘You’re not alone.”  – Brene Brown

Coaching During a Crisis

Click Here for the Audio Version of this Post

Like the rest of the world, education has been deeply impacted by COVID-19.  From the ways that we build classroom community to instructional practice itself, we are reinventing, experimenting, and remixing almost everything we do.   Even the most technologically savvy of us weren’t prepared for the emotional toll this would take on our students, ourselves and our communities.  We’ve home for almost a month in my district and I am only just now feeling semi-comfortable in the shifts to my role as a leader.

It’s a time like this that I’m thankful for instructional coaches, especially our instructional coach at Jefferson, Pia Bartolai who jumped in from day one supporting teachers in ways I couldn’t have imagined.  In just a few weeks she has been working non-stop to help not only teachers, but students and families as well.  Her “greatest hits” have included:

• Creating tutorial videos for both staff and families to use (Seesaw, Zoom, GoogleMeet, FlipGrid, Screencastify etc.) 
• Holding virtual office hours for students and families to get help from her when a teacher is trying out a new technology 
• Creating an eLearning Dashboard that has everything teachers could need during this time all in one place with simple headings (Think 1-Page Hyperdoc Extraordinaire)
• Not overwhelming teachers by sending them a million resources at a time.  Instead, she sends out one email on Monday with a resource they might use with examples of how they might use it 
• She tries out the tools that teachers may be using first with a faux account so that she can answer questions from how students might be seeing the technology 
• She makes herself available whenever teachers may need her sharing her calendar so they can make appointments, letting teachers drive the meeting with what they need
• She attends each team’s virtual meeting each week and frequently offers to help create tutorials, videos, templates, etc.  She comes to the meeting with the attitude of, “what I can I do to help most?”
• She doesn’t, “should on people.”  (Listen to the podcast to understand this one)

When I thought about writing this post I realized that these ideas were probably best talked about in an audio form so that Pia could explain in more detail her thought process.  The recording is about 35 minutes.  I have included most of the transcript below.  To play the interview, click here.  Highlights include:

Up to 5:30:     Introduction & Pia’s Background

5:41:               Shifts in Coaching Since COVID-19

7:56:               Supporting Teachers in Technology with a Wide Variety of Experience

10:32              Rebuilding Classroom Culture & Community

13:50              Two Recommended Tech Tools for Remote Learning

17:38              Coaching Requests from Teachers

19:41              Leveraging Students Being At Home

20:38              Supporting Teachers in the Feedback Process to Students

24:56              Positive Effects & Possibilities For Teaching Moving Forward

26:41              Advice to Teachers, Coaches & Admin 

C: Can you share with our listeners how you’ve supported teachers throughout their time at home vs. at school?

P: Yeah, so I think my approach to coaching, my big rules for coaching haven’t necessarily changed. So I kind of live by two rules as a coach and one is like practice empathy and then the other one is like, don’t “should on people,” which is what was told to me I think in one of my first years of coaching, they just said, like, “Don’t should on people.” And so what I’ve noticed is in our new reality right now is that practice empathy. Empathy is hard right now because oftentimes as a coach, I’ve relied on my experience in the classroom to help to support me with that. I had nine years in the classroom so I would often ask myself as a coach like, “What would I want from a coach, as a teacher right now? If I was a teacher in their shoes right now, what would I need?” and none of us have ever experienced anything like this before, none of us have ever done remote learning. And so, you know that Brené Brown video…that we’ve watched about empathy and how she talks about… It’s got the animals and she talks about like don’t stare down into the hole and say like how’s it going down there, like actually get down in there with people. So that’s really what I’ve been trying to do as a coach is really try and get down there with teachers right now and try as much as I can to be able to put myself into their shoes. So what that’s meant for me is, I’ve been doing a lot of creating of tutorials and videos. I’ve been practicing what it would feel like in order to teach remotely, so I do a lot of screencasts, and Flipgrids, and virtual tutorials, a lot of trying to teach through Hangouts, or supporting teachers through Hangouts and sharing of screens. So it’s been a lot of just trying to get myself to understand as best as possible without ever having experienced what our teachers need right now and what they’re going through right now without having experienced it for myself.

C:  In coaching, we’re always trying to take off the plate as opposed to continually add to the plate. One of the things that I noticed that you’ve been offering in addition to making tutorials for the teachers, so that they could use those with their classes or giving those to parents is that you’ve actually offered office hours for kids to check in with you.  What’s been your feedback on that so far?

P: Yeah, so that’s something that is pretty new since we’ve been trying to move more towards some things that maybe teachers haven’t tried before. So teachers are really being asked to step outside their comfort zone right now, and teach in a completely different way than they ever have before. So, we have some teachers at our school who have been teaching for 25 years and have never been asked to teach like this. And so one way I’ve been trying to take some stuff off their plate is like you said by offering some office hours for students where they can check in with me or parents can check in with me to support them through some of the technology that they’re being asked to use that they may not have been asked to… Or been asked to use before. So, for example, with one grade level, they are gonna be doing with Flipgrids so I created a tutorial about Flipgrid from both a teacher point of view but then also from the student and parent point of view so that they can share that out with students and families, so that families can see it in action before they try it.

P: And then we set up a day where I will have office hours with those students and their families so if they needed to get in touch with me through Google Hangouts, and I can actually walk them through it, and we can share our screen so I can show them how to do it or if they just need to email me they have access to that. So that’s an option that we set up in order for me to best support not only those teachers but then also the students and the families with some of the new technology that they’re trying out.

C: Yeah, and I really appreciate that a lot. One of the pieces of feedback that we’ve gotten from a lot of our teachers through this is that the questions that they’ve been getting over email, most of them have been related to tech-related issues and so Pia really saw a need in a way to show that empathy, but also to help out our families and our community as well, and so I think that’s gonna be a really nice addition. So in talking about the learning piece, and how you’ve been helping teachers to maybe discover some new tools or some things that might just help with what they’re doing and planning, what have been your new thoughts about how you’ve been going about doing that?

P: Well, we initially set up an E-learning dashboard where teachers could go just so that they had easy access to everything that they might need. My number one goal right now is just to help teachers stay sane. And so, I know that they’re getting tons and tons of stuff so I’m trying not to overwhelm them with an overabundance of resources which is really hard and this time because there are so many ideas floating around out there. And so I’ve been trying to navigate through and mine through a lot of different ideas and kind of just share one a week with teachers. That could be really useful and beneficial to them and their students.

P: So that’s one way that we’ve been going about that, you know, it’s also, like I said, going back to just a place of empathy, we’re asking teachers to do something, a completely different teaching style. They had no warning. They had very little warning, they had very little training on this. So just reminding teachers that we’re not gonna be able to replicate their exact classrooms in a virtual environment, but they can recreate that same vibe that they had in their classrooms. A lot of their classrooms were built on relationships and community building and feedback for students. So, those things are more challenging in a digital environment but they are definitely possible in a digital environment so helping people think through how can they go back kind of to the beginning of the school year and… Like, when we were establishing our classroom community when we were thinking through how to build relationships in the community and in our classrooms. Like what were some of those things we needed to do then and how do we kind of do that now through… In our current reality with the digital environment.

C: And what have you seen our teachers kind of choosing to do that? How have they been going about setting that backup?

P: So, a lot of them are doing it through Zoom Meetings or through Google Meets, more so through Google Meets now to actually get some face-to-face time with students. I’ve seen a lot of teachers reading aloud to students which is such a huge community builder like in the actual classroom and that just carries over right into a digital environment that’s such a perfect way for teachers to just keep that classroom community going. And it allows kids to, you know, hear a great story and then talk about it and we know that those are just good things for kids all the time.

P: A lot of teachers are doing things like screencasting a lesson and then sharing it out with teacher… Or with their students or setting up Flipgrids for students to be able to actually provide feedback to each other. So teachers love Seesaw and I love Seesaw so much but one of the hardest parts about Seesaw is that kids aren’t always able to see each other’s work and comment on each other’s work, I mean you can set that up, but Flipgrid is such a perfect opportunity for kids to be able to see each other in, you know, reality… See each other’s faces at least it’s not in real-time and then actually comment back and give feedback to each other so that the teachers aren’t having to give as much of that feedback that students can actually provide that feedback to each other and cheer each other on and be each other’s cheerleader. So that’s such a huge… It’s such a great tool, and there are a whole bunch of tools but I mean if there was one that I really was like, this is working right now, Flipgrid and Screencastify are probably two of my biggest ones right now.

C: Yeah, the thing I love about Flipgrid ’cause I’ve been invited to some teachers to respond and also I’ve created some for our school is that you can respond in a video, so it’s nice that it’s more than just, I’m typing you a comment, ’cause the biggest thing you know we’re all being a little bit more isolated. A lot more isolated than we have been in the past. And so having that opportunity to connect and to see faces, I think is just so important and I love that option on there. For people who aren’t familiar with Screencastify can you talk about that a little bit more.

P: Yeah, so Screencastify is a really great tool it’s actually an extension on… Or I have it as an extension on Google Chrome and so and right now they’re offering out the ability to take off the five-minute limit which is a huge help. And so what it actually does is you can either record yourself in a video or you can record your screen. And so you can then share it and it goes automatically into your Google Drive if you’re a Google for education or district, and then share it straight from there so that students can have a link either to a video that shows the teacher, or that shows the teacher’s screen. So, for example, today I just did a tutorial using… I can never pronounce his name Steve Wyborney, sorry if you’re listening. [chuckle]

P: Exactly, exactly, but he has these amazing… His blog is amazing but on there he has these esti-mysteries. And so I actually just created like a little video for kindergarteners and first graders using an esti-mystery using Screencastify and so he has them in Google Slides and so as a teacher I was able to pull up Screencastify, bring up my… The Google slide with the esti-mystery and walk through the esti-mystery and I actually put stopping points in the video to say like okay, pause your video now and and change your estimate if you need to based off of the clues that we had in it. And then I’m sharing that out with teachers so that they can actually either use that as an exemplar if they wanted to try it out themselves or that one they could actually share with their kindergarten and first-grade students. So, I mean, Screencastify has so many options but it’s just a really seamless integration with Google Drive which makes it super useful, right?

C: Yeah, which is nice and with that asynchronous learning then kids can choose to access it when they would like to as well, which I think is also such an important thing. Knowing right now, how many demands we have upon families, and that their school day or their time for learning may be completely different than another families so…

P: Exactly. Yeah, exactly. I mean that is such a… I mean, when I listened to that webinar with George Couros and with AJ Juliani and Katie Novak and when they showed that synchronous versus asynchronous image of like synchronous is you know your virtual meetings, face to face meetings versus asynchronous would be like a Flipgrid or, you know, a Screencastify and just that realization that not all families have more than one device in their home you know and so if we’re asking students to be in face to face meetings with us, that’s wonderful for community building and it’s great for instant feedback, but it may not be reasonable to expect that of all students every day and so also giving students that same opportunity to engage and see your face. And, you know, get some of that face to face time. But in an asynchronous way at a time that works for them and their family is really powerful.

C: So, when you’re thinking about like teachers and I know they’ve been reaching out to you throughout this, what have they been coming to you with the most that they’re looking for help with or for coaching on.

P: Originally it was you know tech support ’cause I think that’s just the reality of coaching right now is that a lot of us have… That’s where the need is right now is just because that’s the reality that a lot of families and students are living in at the moment, but recently in the last you know week or so it’s switched over more to. We feel like, students are spending too much time with tech and digital tools,  “Are there ways that we can recreate the same kind of experiences for kids? But in a non-digital way?”

P: And so, that’s really where I’ve been trying to support teachers through thinking through that. So I just created and I had a whole list of ideas, and I just keep adding to it, and trying to support teachers and thinking about: How can we recreate that same learning experience, but giving kids an opportunity to be creative, leverage the fact that they are at home? As much as this is difficult, it’s also an amazing opportunity for kids, that they have access to their pets, so why not encourage a kid to take notes like a scientist about what their pet is doing throughout the day, and then write a creative story about a day in the life of their pet. Or use the tools that are… Or use the things that are in their bedroom to recreate a scene out of a book that they’ve read. Or use their stuffed animals to recreate, or a public show. So those kinds of things are really where I think we’re gonna get the most bang for our buck with students, and that’s really where I’m starting to see a shift in some of the conversations that we’re having away from… Not away from the tech ’cause I don’t wanna say we wanna move away from the tech, but just so that not all options are tech-related.

C: Yeah, I love that. I think we had a conversation with our first-grade team, and they were talking about having their students create a habitat for one of their stuffed animals or a pet or something like that, out of things in their house. And I really think that we need to look at students being at home as a strength and a learning opportunity. In my morning announcements, I give opportunities for families to contribute in a variety of different ways, and one of them is the talent section. And a lot of the families have sent in videos of things that there’s no way we would have been able to replicate at school. And so, it’s just been really wonderful to strengthen that partnership of homeschool, and really look at that from an advantage, and how can we capitalize on it. So I love that you framed it that way. So moving forward, then, what do you think you’re going to start providing a little bit more support in with teachers?

P: So I know it seems like right now, the thing that is in the top of everybody’s mind is: How do I give feedback on all these things that I’m getting? There are all these different platforms. Students are submitting work on Seesaw or through Flipgrid or through Google Classroom. And I’m getting two, three, four pieces of evidence or artifacts from kids of what they’re doing and what they’re learning every single day. How do I actually navigate that and provide meaningful feedback when I’m getting 60, 70 things a day in my email? So definitely, moving forward, I wanna help start thinking with teachers and help identify, “What are the big outcomes we want for kids during this time? We have, at least four weeks, maybe eight weeks, who knows? And so, if we can really sit down together as a team and think through as a second-grade team, a third-grade team, a fourth-grade team, what do we really want students to get out of this time?” I think right now, understandably so, we’re all living very day-to-day with the uncertainty causes us to revert back to living day-to-day. But if we can think longer-term about what is it that we want students to know and be able to do by the end of this, even if it’s not academically-related, maybe it’s social-emotional, maybe it’s with their families. And then, really streamline our instruction and feedback to reflect those priorities that we set.

C: Yeah, that is something that has come through a lot in our conversations with teachers. When they were in the classroom, they were meeting with small groups or they were giving that live feedback right there. But now, they aren’t able to necessarily do that unless it’s in a virtual setting. And so, whether they are meeting with small groups of kids and giving them that feedback that way, but it’s added a much larger volume of assignments of videos of whatever it is for them to be looking at and responding to. And so, how do we give kids feedback that is meaningful? And also, how do we decrease some of that volume? Because that is a huge stressor, and we wanna make sure we’re taking care of our teachers, too, because they’ve gotta have balance in their lives, as much as everyone does.

P: And it’s… Yeah, it’s also, I think a lot of it, we’re starting to realize our students are dependent. And I think that’s just a reality of elementary school. But how much feedback, informal feedback we were giving to students throughout their learning and throughout the process, and so, we could head off some of those misconceptions and some of those mistakes that students were making before they even submitted an assignment. And I think that’s something that teachers are having a tough time with this, it’s like, “Now, I’m waiting until after they’ve submitted the assignment to catch some of those things.” So what can we do to help students start to… It’s hard in a K-5 building, but at least, start to self-reflect and self-assess. And where can they be a little more independent with that so it doesn’t all fall on the teacher to do it after they’ve already submitted the assignment?

C: Yeah, and that is another thing that I’ve seen you’re doing with teams in offering to them, and the conversations they’re having about what they’re assigning, talking about that success criteria, what should that look like. And you’ve been offering to work with them to create an example so that students have that. So if the teacher is not there live, which is really in most of the occasion right now, that they have something to look at to reflect themselves, and then make those choices for what their next steps are while they’re waiting for feedback, for the teacher. And my guess is that through this, kids are gonna end up being more independent. And that’s gonna be one of those great benefits that we’re going to have out of this time.

P: I agree, I think that is a silver lining, is that even through all of this, this is pushing some of the ownership of learning back onto students. And this is a great opportunity for teachers to experiment with some of those things that we’ve talked about like success criteria and self-reflection and goal-setting, all that kinda stuff that does empower students to take that ownership of their learning because we have to, right now. Otherwise, parents and ourselves, we’re going to go crazy because they’re still gonna be dependent on us, and we’re not right there with them. And so, really, I think going back to your original question of where do we go from here, is that’s really what I wanna start thinking about is: How can we support teachers in some of that with thinking about goal-setting, thinking about success criteria and thinking about feedback? And how all that plays together in really turning the ownership of learning back over to students so that they’re not as dependent on us.

C: Yeah, I definitely agree. And I think within that realm, giving our teachers that creativity, the creativity piece has really, not that we didn’t offer that before. I like to think that Jefferson’s a school that loves taking risks, and I see that in our teachers all the time, but there’s a different type of creativity that this offers. It’s almost like starting teacher teaching from scratch. There are certain things that we know work really well with our kids, but we can also just try a lot of new things, and see how they go, and keep reflecting and refining along and throughout the process.

P: Absolutely.

C: So if you were gonna give any advice to teachers at this time, what would be your greatest advice to them?

P: I think one of my favorite things, and then I had seen this on Twitter so many times, and it’s really striking a chord with me, is that idea of Maslow before Bloom, that we need to make sure we’re taking care of kids’ needs, and making sure kids feel safe and connected to school before we can push rigor and all that kind of… All those good educational terms on them. So really, making sure that students feel connected to you as a teacher, feel connected to their classmates, feel connected to their school. And we’ve been doing so much at Jefferson to try and support that, and I know teachers are trying to do that every single day. And just reminding them that that is first priority is making sure kids are safe and connected.

P: And then, one of our teachers said it really best, and we talked about this earlier, but take advantage of the fact that students are at home. And they can be creative, and we can try things out with them, and they can show you, I think you talked about this, what they’re really passionate about outside the confines of the school. They can build, they can create, they can make videos. We are not restricted to that bell schedule anymore right now. We’re not restricted to that time schedule that we have in school where we only have literacy block from 8:30 to 10:00, and then it’s done because we need to be moving on to the next subject because somebody’s coming in. So to take advantage of that and find those silver linings and the things that we can try out and do differently now that we have a completely… We basically have a blank slate for education right now. So I know, and that sometimes feels super overwhelming, but just small things that we can do to, again, turn the ownership back over to students and give them some say in their education, and say in their learning. Those are my two biggest ones, is take care of their needs first, their safety needs, and their need to have that sense of community. And then also, just take advantage of the fact that we have a blank slate for education right now.

C: So what advice would you give to other coaches, then?

P: Not being an expert in this by any means. I think it’s just be there to support your teachers and try the best we can to not pile on anything additional. That is my number one thing that I keep saying to myself every time I create something or do something. I’m like, “Is this adding more onto their plate? Or is taking something off of their plate?” And just really, again, same thing for us as coaches, we have a blank slate here of trying different things in our coaching practice that we may not have been able to do within the school setting. And there are some teachers that I know that I haven’t reached out to yet, and I need to make sure that I’m making those connections with everybody and making sure that they’re doing okay, too. Because our teachers are stressed right now, and rightfully so. And so, just really making sure we’re taking the time to practice what we preach for our teachers with ourselves.

C: Yeah, I definitely agree with that. I was thinking about touching base with everyone is just so important because on the outside, we can all say whatever, but… And those internal moments, giving people an opportunity to share and take something off their plate, or to help out where we can. And I really see that as my job, as well as an administrator, of just taking care of my people. And that includes students, that includes families, that includes everyone. And so, that means checking in as much as you can.

P: Absolutely.

C: So then, my last question would be; What advice do you have for me as an administrator, also knowing I’m a parent?

P: I think, and this is really challenging for me, not being a parent. And so, I guess it’s, again, really just thinking about what is essential right now for our students and where can we push, maybe, and push some of that independence on our students. I think as a teacher, this was one of my hardest things that I had to learn early on in my teaching career, was the idea of productive struggle, and not jumping in and saving students. And I know that some students are probably going to struggle. And parents, as a parent, I am sure that they’re gonna wanna jump in and save when math is challenging and a student doesn’t necessarily understand that they’re gonna wanna jump in and say like, “Here, let me show you.” But allowing students the space to struggle productively is a huge learning experience for them. So for parents, that would be, I think, the biggest thing, is giving your students some space. It’s gonna be hard and that’s okay. Again, this is new for all of us. And for administrators, you’re doing such a great job. [chuckle] You’re being so…

C: Thank you for saying that. I don’t know if that’s true.

P: No, I know. As I told you, no one was ever trained on how to be an administrator or how to be a coach or how to be a teacher or how to be a student or parent during a global pandemic. So we’re all trying to figure this out together. And so, again, just being as supportive as possible of your teachers, backing up your teachers, giving them some space to do some of those creative things with students, and allowing them to know that that is okay. I think sometimes, we just need to hear it from an administrator that that’s the right thing to do. And so, really just being there and being supportive.

C: Well, thank you, I appreciate that advice. Well, Pia, I just wanna thank you again for everything that you’re doing for our staff, for our students, for our community. And I am just grateful that you took a few minutes, actually, to do this podcast with me today, as well, because I know your schedule is definitely slammed with all the work that you’re doing. So thank you again, and that’s gonna be it. Bye, everyone!

I started my newsletter this week with this quote from A.J. Juliani:

“The sooner we realize that there is no instructional manual for this situation, the sooner we can give each other grace to experiment, learn, and iterate to the best of our abilities in the worst of circumstances.”

Our coaches are the ones helping to make the experimenting, learning and iterating a little less scary and a lot more successful.  To all of the coaches out there supporting teachers during this crazy time, thank you.  The difference you are making is immeasurable.  

Learning Along the Way

I have to admit this is the third post I have attempted to write in the past few weeks since we have been home due to COVID-19.

Wanting to write something meaningful, but going through the same struggles as many in adjusting to a new normal has given me pause.  I’ve had some wonderful moments having extra time with my family and connecting with others in new ways, but there have also been moments of feeling overwhelmed, frustrated, and unsure of what my role is as a school leader.  Having never been through something like this I’m just trying to figure it all out as much as the next person.

In the spirit of newness and we’re all in this together, here are my greatest takeaways so far:

Start with simplicity and then build from there.

This is new for everyone.  Kids, parents, and educators need to learn and adjust to the new routine.  There will also be a learning curve for the tech piece for some.  Create a simple template that follows a pattern and uses some foundational technology that you plan on using throughout the time kids are learning at home.  Spend the first few days making sure that everyone can use the technology and provide assistance when needed. Creating or linking tutorial videos can also be helpful for avoiding some of the technology confusion.  Many educators I have spoken with have said that this is where most of the questions came in the first few days.

Once the routine is established, you can start to add in more new to what you have created.  If you are concerned that some students need more of a challenge at this time, add in some optional activities so that all kids can have their needs met.

Relationships are more important than ever.

One of the greatest losses that students are experiencing at this time is the sense of community.  Whether it’s a virtual meeting, a phone call, an email, or a handwritten note, reach out to students regularly to see how they are doing beyond academics.  At Jefferson, my teachers have used Zoom or Google Hangouts to get everyone together as a class.   Although not a live form of connection, they have also used Seesaw for communication and inviting students to share what they have been working on.  We want students to continue to learn during this time, but placing an emphasis on the relationship first will lead to a stronger ability for students to do that.

You can never communicate too much.

During times of uncertainty, people need communication more than ever.  Last week I started virtual daily announcements on our social media platforms for the purpose of keeping a routine and helping families to continue to feel connected to Jefferson.  Just like our in-school announcements, I recognized birthdays and shared important information about virtual activities for the day.  This will continue throughout our time at home as a vehicle for both daily connection and communication.  Our teachers will be sending out a communication to families at the beginning of each day letting them know important information for the day.  Additionally, families will continue to receive my weekly communication with both school and district information.

Beyond communicating about “all the things,” it’s also important to remember to let people know that we are all a team in this process.  Many of our families have two parents now working from home and maybe feeling overwhelmed at the thought of also now being a full-time teacher.   Reassure families that if they don’t know how to help their students in something they are working on that is okay.   Letting families know that we are here to help and providing communication channels for when they need help is also incredibly important.

Regular reflection to move forward.

Reflection is an important skill at any time, but during this unprecedented time in the world, taking time to reflect is more important than ever.  In the beginning, I spent a lot of time thinking about my role as a school leader at this time and what I could do to make my greatest contribution to our Jefferson community.   As a result, I have spent most of my days focusing on connection and communication.  Each day I reflect on the day’s process, what went well, and what I could have improved upon.

Additionally, I’ve thought a lot about this experience and what might we learn that we can bring back when we return to our regular school schedule. (whenever that may be)  What has really stood out to me so far is the home school connection and how much this has brought us all together.  I actually feel so much more in touch with our families as a result of this experience because I’m seeing or hearing about home life so much more.   I see possibilities for more creation of a shared vision and a greater partnership with the home when we return as a result.

I think about teaching practices as well.  Learning at this time has caused us to focus on what is essential, instead of trying to do it all.  We’ve focused more on relationships and connecting with one another.  We’re building on what we know works well with our students, but we’re also taking more risks.  We’ve incorporated more technology than ever.  How might that impact our planning and instruction when we return?

One Last Thought

We’re all trying to make meaning out of our new existence.  Do the best that you can.  When you are stuck, reach out to a friend or a colleague (hopefully both).  If you’re a parent, no teacher is out there judging you if you don’t get all of the math or Seesaw post 2 done.  If you are an educator, it’s okay to reach out to your principal and say, I’m overwhelmed, I need help.  If you need to spend a day just connecting with your own children that’s okay.  If you need to spend some time just doing something you love all by yourself, that’s okay too. (I mean, if you have kids, you might want to talk your partner about your plan to retreat to the basement to binge-watch Tiger King and eat a box of chocolate first so you don’t reappear with a live re-enactment of Lord of the Flies occurring in your living room.)  This is a time to give yourself grace, and also extend that courtesy to others.   

 

 

 

What’s Your Classroom’s Reading Culture?

As an admin or coach do you ever have a moment when you wish you could go back into the classroom?  This week it happened to me when I was attending a professional learning experience facilitated by my instructional coach and literacy coach about literacy instruction.

The purpose of the PL was to give teachers an opportunity to reflect on their literacy practices individually, explore some articles and books of their choosing (linked in a hyperdoc), and then have a conversation with their peers about the elements of literacy instruction that they felt had the greatest impact on students.  (Using the “Event-O-Meter” Protocol from the book Unlocking the Power of Classroom Talk)

After having time to think about the way I structured literacy when I was a teacher, there were many things that I did that helped students to grow.  At the beginning of my career, I learned the importance of having a balanced approach to literacy because not all students learn to read in the same way. Because of this, I incorporated independent reading, small group work, word work and writing daily.  I taught students explicit strategies, regularly gave them feedback and helped them to set future reading goals based on this feedback.

As I progressed to the later years in my career, I started incorporating more choice, conversations about reading with peers and reflection.  We did service-learning projects that helped them to learn to about the world and the difference they can make.  Students blogged, created videos about their books and could choose from a wide variety of activities to demonstrate mastery of skills and strategies.  Students often had organizers to complete along the way and were provided with questions to answer to help facilitate deep thinking and discussion.

All of these things definitely made a positive impact on students and their ability to interact with any type of text.  However, after doing some deep reflection and listening to the conversations of my staff, I realized that for most of the years, my reading instruction was all about me and doing what I asked.  Even though I gave choice in activities, I was the one who created the projects to choose from, questions to answer and direction of most conversations.  Students had time to read independently, but it was always with the purpose of answering my questions, practicing skills, creating a project or coming prepared to talk in a group discussion.

I started thinking about the message that my literacy instruction was sending to students and I was pretty sure it was something along the lines of…”the purpose of reading is to read the words, think about the text and complete some sort of task for a grade.”  Many of my students loved learning and loved reading which they probably continue to do today, but I’m guessing that there are other students who stopped reading the minute it was no longer a required school activity. 

 If I ever went back to teaching, my first priority in literacy instruction would be the reading culture of my classroom.  We would start by exploring students’ reading identity which would be more than just their preference of genre or series.  I’d ask questions like…How do they view themselves as a reader and what do they think they want to grow in?  What are their strengths and how can we use them?  (Question from a great blog post by George Couros)  

We would talk about the purpose of reading in our classroom and the many reasons for reading beyond school.  We would discuss what we want our reading culture to be like in our classroom and what our steps and expectations are for achieving that culture.  I’m picturing something like this…

The students of Dr. Podraza’s classroom enjoy reading and will be given opportunities to develop a love of reading daily.  The reasons why we read vary depending on our purpose.  We may be reading to find answers to questions we have, to expose us to new ideas, to prepare to talk with a partner or group, or purely for the enjoyment of it.  When we are reading, we will approach the text in a way that meets the purpose.  As we read new information or a genre, we will look at it with with an open mind and think about whether the new ideas confirm, contradict or complicate our previous thoughts.  We may not all enjoy the same type of book, but that is okay.   We will be given opportunities to read a variety of different texts in Dr. Podraza’s classroom, but will always have the choice to read the types of texts that we enjoy most.  It is our job to grow as readers so that we can read any type of book that we want, learn about the world around us and make an impact in evidence-informed action.  We will push one another’s thinking and help one another to grow.  Dr. Podraza’s job is to introduce is to new ideas, help us to stretch our brains, and work with us to create goals that are meaningful and give us feedback.  To help achieve our goals we will read individually, in small groups and in partnerships.  We will be given opportunities to explore questions and issues that are important to us.  We will get to create based on our learning and when it makes sense to do so.  Dr. Podraza will offer suggestions of ideas, but we are always welcome to develop projects on our own.  We are readers because we want to learn, to question, to have fun, to collaborate with peers, and to grow in our ability to see other perspectives and empathize with others.  

In essence, we would develop a reading identity as a group first.  The instruction would come next, all built around the dialogue and agreements we had as a class.  My literacy instruction would involve more time for students to just read, simply for the joy of it and to develop their reading interests and passions.  When they worked on projects, they would have a purpose beyond just turning it into the teacher.  I’d still meet with students in small groups and 1:1 conferring etc., but there would be more authentic collaboration and discussion in general among students instead of just with the teacher.  

I’ve heard the quote from Peter Drucker many times that,”Culture eats strategy for breakfast.”  In the context of literacy, this statement especially holds true.  No matter how many great strategies we teach kids or interesting work we give them, if they only see the purpose of reading as something they do to get a good grade in school, then our impact is only as far as the end of the school year.  When students are immersed in a classroom culture where reading is valued for authentic reasons they will continue to pursue and enjoy reading for a lifetime.  

The One Question That Will Change Your Data Review Conversation

Ever been to a data review meeting like this?

Data is projected for everyone to see.  

You group students into those who are exceeding, meeting, and not meeting the target expectation.

Everyone gives reasons for why students have reached varied levels of proficiency.

In the last 5-10 minutes, you come up with some ideas for what to do for these students, focusing mostly on the students who are struggling.  These ideas almost always include the following:  reteaching skills in small group and/or a “double-dip” with a specialist. 

Everyone agrees to do said ideas, but these ideas either get pushed to the wayside for new standards being taught or people end up planning the language and strategies of the reteach lessons on their own.  For the most part, everyone ends up in the same place at the next meeting.

I’ve experienced hundreds of meetings like this as both a participant and facilitator.  It can be incredibly frustrating and make everyone feel like they’re wasting their time.  However, I’ve also experienced the opposite where conversations result in specific goals and rich plans for student learning resulting in huge growth for kids.

So what’s the difference?  How can we have meaningful data conversations each time?  

It’s actually a lot simpler than you think, but requires an openness on the part of the participants.  This past week we had a data review of our winter Fountas & Pinnell data planned for each grade level at their weekly 60 minute PLC.  The objective of the meeting was to answer the question, “Is our Tier One instruction meeting the needs of our students?”  

We started out similarly to the description at the top of this post.  We looked at data and gave possible reasons for the results.  This year started with 46% of our 2nd grade students not meeting the grade-level benchmark in literacy, but this percentage had now dropped to 29%, a significant amount in a short few months.  This growth had truly been a group effort that included:

• Coteaching with the EL teacher and reading specialist
• Small group instruction with the reading specialist outside of the classroom
• A deep data dive into phonics skills using the Core Phonics Inventory run by our school psychologist that was monitored and checked in with the team every six months. The results shifted instructional practice and grouping.  
• Parent volunteers who were trained by our reading specialist and one of our 2nd-grade teachers to come and read with ALL kids daily
• A 5th-grade mentor who also read regularly with students
• The instructional coach working with the team to develop a Tier One phonics progression with learning experiences
• A retired teacher from Jefferson regularly volunteering and working with groups as well as reading with individual students as well

When we got to the part where we discussed what the classroom teachers were doing instructionally they attributed the success to their small group instruction.   Like what has happened hundreds of times before, we could have stopped there.  Everyone knows what small group instruction looks like so it must be the same right?  

Nope.  

When we were about to move on, I asked a simple question to one of the teachers, the question that I would recommend asking every time you meet as a group.

“What does your instructional practice actually look like?”  

From this one simple question, we got a variety of answers that ended up resulting in a huge shift to the direction we were going in as well as a concrete plan for next steps.  One teacher explained that she has the students do the reading for group at their desks and then the time she spends with them is actually on talking about the book and developing instructional strategies.  Another teacher explained that she was working on questioning which was different from another teacher on the team.  The third member of the grade level team said that she gives students at least 10 minutes each day to just read independently.

As we delved more deeply into the specifics of their instruction we realized as a team that students were frequently meeting with teachers and getting systematic instruction, but that the amount of time students had to read independently varied greatly.  Teachers were honest in the fact that they were worried that many students weren’t able to do this for extended periods of time on their own.  This was the reason why they had come in as such struggling readers at the beginning of the year because they were mostly “fake reading.”   

We celebrated as a team how far the students had come from the beginning of the year, but really started to push one another’s thinking on independent reading.  Essentially, how could students continue to grow if they were never really reading longer than 10 minutes on their own?  

Instead of leaving saying, let’s make sure our students can read at least x amount of minutes a day without a concrete plan for how to do this, we made sure that the team was supported with ideas as well as resources to help.  Our instructional coach brought up Jennifer Serravallo’s engagement inventory that many on the team had used before. She offered to come in and do it for the teachers so that they could work with students.  Another part of the plan was freezing some of the group work that was happening so that the teachers could monitor independent reading for “fake reading” as well as independent strategy use.  This would be done by conferring.  They planned to redo their “Good Fit” book discussion as well as their processes for students filling their book boxes which was planned outside of the independent reading time.

The team ultimately decided they would set a goal for the students to read independently for 20 minutes a day.  This benchmark would be progress-monitored and discussed regularly at PLC meetings.  The conversations that they would have as a team would be explicit discussions of conferring strategies, students who were struggling with independence followed by specific plans of action moving forward.

Another realization that came out of this conversation was the importance of academic language and that students might be missing understanding simply from not knowing the vocabulary.  An additional plan was created for this outcome as well.  The meeting finished with a few minutes to spare and a sense of accomplishment.

It is amazing what can be accomplished in a short time when the goal is clear and the participants share deeply.  DuFour created these PLC Questions decades ago:

• What do we want all students to know and be able to do?
• How will we know if they learn it?
• How will we respond when some students do not learn?
• How will we extend the learning for students who are already proficient?

Each of these questions plans plays a critical role in the power of a PLC, but if we don’t have deeply explicit conversations about any of the questions, then they are relegated to simply a discussion tool to run the organization of a meeting.  The power in the PLC is the expertise of the participants, trusting one another, benefitting from one another’s strengths and ideas.   The next time you are planning or participating in a PLC, give explicit time to share how you teach, not just what you did.  Making this tiny shift will create an incredible ripple of effects on student learning.  

 

 

What Is My Principal Really Looking for in my Summative?

It’s that time of year where many educators (myself included) are preparing to meet with their administrator for the glorious summative meeting.  Throughout my career, I’ve experienced a wide variety of these that have been anything from a short five-minute conversation to an hour-long meeting where I was required to bring a binder of evidence and plan to talk about my data for at least half of it.

Even when I received a lot of direction for what to prepare for, I never really felt like I knew what I’d be walking into other than some sort of rating at the end along with information on whether I’d be hired back for the following year.  Now that I’m on the other side of the fence so to speak I thought I’d help out my fellow educators and tell a little bit about what many administrators are looking for when we meet to talk with you  at your summative.

A Reflective Conversation

One of the most important qualities an educator can have is being highly reflective.  At this meeting, we want to hear your thoughts on your teaching for the year, both positive and areas for growth.  My assistant principal and I ask our teachers to come prepared to talk about examples of their strengths as well as areas for growth, favorite lessons this year, a student who has grown the most, a student who continues to be a concern, and progress towards the goals they set at the beginning of the year.  We don’t expect a portfolio, but we do want to have an in-depth conversation about the reasons why our teachers chose the examples they brought.  This allows us to see how they reflect on their practice as well as gives us an opportunity to talk about ways we can support them if they need it.  (p.s. Tying in the examples you give to the school goals or vision is an excellent strategy!)

A Celebration

A summative meeting is definitely a place for a celebration!  Even though the meetings typically take place 2/3 of the year through, there are plenty of examples of great things happening in classrooms.  To prepare for the meeting, my assistant principal and I write a narrative with specific examples from each domain.  At the meeting we share this with our teachers in a more casual conversational format.  Be prepared to smile as your administrator shares all of the good stuff with you! It’s wonderful being able to share specific examples of things our teachers do really well. 

An Opportunity to Grow

In addition to celebrating you, expect some feedback from your administrator regarding your practice.  When I asked my school leadership team what they wanted in the summative meeting, the most common trend was that applicable and actionable feedback was most important to them.  Because of this feedback, as I prepare for the meeting I always have the Danielson components in front of me as well as notes from my visits to my teachers’ classrooms throughout the year.  I then write up a few specific ideas for the teacher that will elevate the work they are already doing.  Your administrator will probably want to know your thoughts on their ideas so think about how you might implement their idea or questions you have regarding their feedback.  The feedback portion is another way to demonstrate that you are a reflective educator who considers growth an important part of teaching.  

Feedback for Me

I view this meeting as an opportunity for my own growth as well so I always end the meeting with an opportunity for my teachers to give feedback and ask questions.  This helps me to get better at my job as well as understand the needs of the building that I might not have considered.  Even if your administrator does not directly ask for it, I recommend coming to your meeting prepared to share ideas you have.  

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I know that many people worry about the summative meeting because it’s where educators receive their rating and if untenured, communication about whether they’ll be back next year.   This definitely is a component of the meeting, but for my admin team at least, it’s not the focus.  Our greatest goal is to get to know our teachers and students best.  As much as we try to be in classrooms, we don’t always catch some of the things in the highlight reel or things that we could help with.  Summative meetings are an opportunity for us to see more of the good and the work being done in classrooms as well as continue to grow through reflection.  

If you are currently preparing for a summative meeting, please remember, it’s all about being able to brag a little, reflect a little and impact the culture of the building through your feedback.  Walk in proud, prepared to share all of the amazing stuff you’ve been doing!  Your administrator is looking forward to getting to celebrate with you!

 

  

Sometimes You Just Need to Go All Gerry Brooks

Roses are red.

Violets are blue.

I need a break, how about you?

It’s February.  As much as routines are in place and students are usually flying academically this time of year, it can also be an extra stressful time with second-trimester report cards around the corner, summative evaluation meetings, and students pushing limits with unusual behaviors.

Knowing this, my instructional leadership team and I decided to dedicate our staff meeting this week to the connection part of our #unlimitedgrowthandconnection goal of the year at Jefferson.  Using an app called, Goosechase (Thanks Cult of Pedagogy! 6 Ed Tech Tools You Should Try in 2020), we created a scavenger hunt game for our staff to play in teams of three around our school.  The prize?  A duty-free hour lunch on me at a restaurant and day of their choosing.  

Titled, The Big Game of Awesome, the scavenger hunt involved teachers taking either a picture or video of them completing a wide variety of challenges worth anywhere from 400 to 2000 points.  The app includes a leaderboard that teams can check on as they compete upping the fun of the game.   As teams complete challenges, their pictures and videos are added to a feed as well.  

We decided to plan a variety of challenges for the staff that would include an opportunity to laugh, connect with one another and learn from each other.  Below is a slideshow of the challenges (called missions in the app) we created:

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As I started talking at the staff meeting on Thursday, a twinge of nervousness and self-doubt hit my mind and I thought, Are people going to be mad?  Will they think we are wasting their time?  Would they have preferred time to just work?  Thankfully that feeling ended up being completely quelled as I watched the teams race out of the library to start the missions.

My two favorite challenges ended up being Sing a Song of Jefferson and Go All Gerry Brooks.  The song mission showed people’s creativity and it warmed my heart to see our teams making up songs about our school’s mission.  The Gerry Brooks mission gave people permission to be irreverent and brought a levity to some of the things we take so seriously.  When teams came back to the library at the end I played most of them for the staff causing everyone to break out in uproarious laughter. This one, making fun of the actual challenge itself I’ve watched about 10 times since and it makes me laugh every time. 

This experience reminded me we don’t always have to be so serious in education.  The game gave our staff an opportunity to get into one another’s classrooms, learn from one another, build each other up, laugh and grow our community as a whole.  The feedback received was incredibly positive and all of this took less than an hour.  It was just what we all needed.

On a final note, next time you’re considering a structure for a PL or staff meeting or lesson with students, I highly recommend the GooseChase app.  It’s free and super easy to set up.  🙂  If you want to play the same game we created, you can search for The Big Game of Awesome in the app.  (And I swear they didn’t pay me to say any of this)  

 

 

 

 

Compassion Fatigue

If you’re in education you’ve probably either heard of or experienced ” teacher burn-out,” a condition that results from being over-worked or under-valued or the experience of a disconnect between the work you required to do with the truths you know to be true about teaching.  This Wednesday my social worker gave a presentation to our staff about something I had never heard of, “Compassion Fatigue.”   

Compassion fatigue is common in fields like education where people are regularly taking care of others.  It’s best described as “the cost of caring too much.”  From the outside, it may sound like burn-out, but it results in much more grief, sadness, and detachment from the person being affected.  If not treated, the results can affect the person physically, emotionally, and psychologically.

A truly eye-opening part of the presentation was on Self-Compassion.  We each took this survey that required us to rate ourselves from one to five, one being almost never to five being almost always on a variety of statements related to the way we respond to difficulties.  Some of the statements included:

• When I feel inadequate in some way, I try to remind myself that feelings of inadequacy are shared by most people.
• When things are going badly for me, I see the difficulties as part of life that everyone goes through.
• I’m disapproving and judgmental about my own flaws and inadequacies.
• When I fail at something important to me I try to keep things in perspective.
• When I’m feeling down I try to approach my feelings with curiosity and openness.

Prior to taking this survey, it had truly never occurred to me that other people would have similar feelings of inadequacy.  Just knowing that gave me an incredible sense of calm.  Other staff members that I spoke with at the training made similar comments.  Without even looking at the results, just rating myself on the survey made me realize that I am not very compassionate towards myself.  Self-judgment has always been my go-to.  The thought of any other option was completely foreign.

I don’t think it was anything that my parents, teachers or anyone else did that resulted in me being so hard on myself.  It was just always there.  This has gotten me thinking about our students.  What are their inner thoughts?  Do they judge themselves harshly or do they practice self-compassion?  Do they feel alone in their failures and self-doubt or do they recognize that feelings of inadequacy are shared by others?  

People who are self-compassionate handle stress better, move forward more quickly, and can enjoy life more because they are able to live in the moment.   If you take the survey, there are some strategies and exercises recommended for developing more self-care.  At our training on Wednesday, we learned the following:

• Separate from what you wish you can do from what you can do.  Set a daily intention with something small.  (Small daily wins practiced over time lead to big ones!)
• Acknowledge your fears…and release them!  
• Develop a Self-Care Plan…part of this is being ok with saying No!
• Create a Strong Network…Disconnect from things to connect with people
• Be Authentic…Embrace who you are!…Let go of the pressure to be someone else…model this for students!
• Practice Mindfulness…Daily practice…change your view and you change our world

I’m sincerely so grateful to our social worker for putting together this training for our staff.  It’s already helped me to be more self-compassionate over the past few days.  Let’s all be a little kinder to ourselves.  You are perfect the way you are today, not because of your actions or what you will become.  Like Stuart Smalley said, “You’re good enough, you’re smart enough, and doggone it, people like you.”

 

 

 

Tapping Into the Strengths of Your Staff

So I used to think that there was some magical formula or a needed in-depth plan to building capacity and strengths of others as a leader, but the longer I am a principal (I know a whopping 6 months) the more I realize this isn’t necessarily true. 

This week my reading specialist came to me excited to share the work she started doing as a result of observing our speech and language pathologist a few weeks ago.  We are wrapping up a second round of Fountas & Pinnell testing throughout the building and our teams have been noticing that students continue to struggle with the retell portion of the assessment.  When we talked about observing one another as a school leadership team my reading specialist strategically chose one of our speech & language pathologists (SLP) because she had heard she worked with students on this specific skill.

During the observation, she noticed that our SLP used visual cards with images that helped students be independent in their retell.  It was more than the typical “5 Finger Retell,” she used specific language and images that helped students with their specificity and organization of ideas.  After her observation, she created her own version, went into classrooms and modeled the process for other teachers and then created a higher-level version for intermediate students.  I informally observed her this week using the process with 5th-grade students and it was clear that this small shift was having an impact on their conversations about the books they were reading.  

My reading specialist is clearly a leader in our building and has gone above and beyond all year looking for ways to build capacity in many dimensions of literacy.  She collaborates with teachers, works with the instructional coach and even trains parents to be effective volunteers in classrooms.  She is open to new ideas and generates new ones without prompting. 

I’ve noticed that this type of creativity, dedication and attitude seems to pervade the staff, students, and parents as a whole in the Jefferson community.  My happy little heart dances on a regular basis due to the flooding of creative ideas that are full in my conversations.  This isn’t the case in every school across the country.  So what’s the difference?   Was this the result of a strategic plan for awesomeness with checkpoints and benchmarks?  Not really.

When I think about the magic happening at Jefferson school I attribute it to these things.

1.  Each person on the staff has a multitude of inherent strengths. 
2.  I spend the majority of my time as a leader talking to people (adults & kids) listening and looking for these strengths.  
3. When I see something wonderful, I name it and let the person know.
4. When someone comes to me with an idea, I listen, ask questions, get excited and see what they need me to do.  I follow-up on the ideas and try to see them in action.
5. The people on my staff talk to one another frequently and collaborate often, in and out of team/PLC meetings. 
6. I look for opportunities to highlight the strengths of my staff whether it is giving opportunities to observe a peer, present at one of our Late Arrivals, or give a shout out on social media.

There are elements of these actions that are very purposeful like setting up observation opportunities and being present around the building, but I think that the most effective way to build the capacity of the others around us, is in our attitude.  Instead of looking for ways to “fix people,” I spend the majority of my time looking for unique talents in their staff and students.  It’s a shift from looking for problems in our building to there’s some untapped magic here to be discovered.  

For me this week the magic came from my reading specialist.  Last week it was the team of teachers taking a district-level class on Notice & Note asking if they could present their learning at a Late Arrival in February.  Many times it’s been brilliant ideas in our SPED team meetings of unique ways to help kids who are struggling.  Today I got an email from a Kindergarten teacher asking if she could write a grant for a sensory path for our school.  I frequently overhear teachers sharing ideas in the copy room that’s across from my office.  This week I can’t wait to go to our PLC’s on Tuesday because I get to see our teams collaborate and create brilliance together.  

There are so many talents and ideas at Jefferson that I know I haven’t begun to discover or utilize.  I find myself in awe of the creativity and uniqueness of the ones I have.  Thank you to every member of my staff for giving me this gift.