A Reader Writes... (Grading Policy - Part 1)

In response to the 1/12/11 post, “Grading Policy,” a reader writes:

Yes, we should put more weight on assessment scores than on teacher created work, IF the teacher created work is not in alignment with state accountability standards. The teacher is doing a disservice to the students by having them do non-aligned work,

If, on the other hand, her work is always in alignment and the students’ learning styles are compatible with her assessments and they assist in increasing her students’ knowledge, then the teacher made assessments should have the same weight. Keep in mind though that not all teachers should be using teacher made assessments. Grade level and team made assessments if in alignment should be given the same weight if they assist the student in increasing knowledge, higher level thinking, test taking skills.

SC Response

First, I’m going to paraphrase one of your statements, “The teacher harms the student when she assigns non-aligned work.” Harm, is the key word. We don’t see non-aligned work as harmful, but it is. It robs the student of both time and opportunity. I think we have to view it this seriously to discourage ourselves from engaging in this practice.

Second, I won’t address your “work is in alignment position” because I believe it is immaterial. Yes, the work must be aligned, but the work is practice. I don’t want to take a “grade” on the practice; I want to take a “grade” on the final level of mastery. In fact, if I could solve the student motivation issue (which I can), then I don’t need to “grade” the practice to get students to practice. They practice because it makes them better and more competitive.

Finally, you are on the right track with the idea that teachers should rely less on individually made assessments. But, as those who read the blog know, I am more concerned with assessment validity and protecting teacher time. Common assessments do a much better job on both of these fronts.

Great comment, it sparked some critical thought.

Think. Work. Achieve.

Your turn...

Follow Sean Cain on www.Twitter.com/LYSNation

A Reader Writes... (Yes, I Know the Hours are Long - Part 22)

In response to the 1/5/11 post, “Yes, I Know the Hours are Long – Part 9,” a LYS Principal writes:

As someone who has worked with Sean Cain and LYS since I was a rookie assistant principal, there were many times that I felt frustrated, angry, and ready to give up. However, I was able to sift through those emotions and find the positives. At our Title I (80% economic disadvantaged) campus we were able to really dig deep into what WE needed to do as leaders to improve student success. We put our emotions to the side and implemented Cain’s systems and suggestions with the results being continuous improvements in student performance and an EXEMPLARY campus, without TPM (meaning we earned it).

Now, as the principal at that same campus, I welcome the times Cain comes to my campus to walk the building with me and pointing out what he is observing (good and not so good). “Outside" eyes are always useful, but Cain is able to see the things that no one else can see, and then explain it to you in a way that you can quickly get to work on it.

Yes, in some ways I dread this because Cain can be direct, but I know I NEED it to keep growing professionally and to maintain the standard of excellence that we have created on our campus.

SC Response

I have observed that the educators (and by extension, their schools), who consistently excel share a common characteristic. They look to improve by constantly scanning and using both internal and external resources. I firmly believe that you have to do both. When I am tasked to work with struggling schools and districts, I find that they generally exclude one component of that equation.

If you constantly search internally for answers, it does not matter how hard working and smart you and your people are, you will develop broad blind spots, personality based groupthink, and bizarre manifestations of traditional practices. Think of it this way, there are very real reasons why cousins aren’t allowed to marry.

On the other hand, if you constantly search externally for answers, it is easy to chase fads, miss opportunities to leverage internal strengths, discourage problem solving, slow down capacity building, and sacrifice practicality in the name of theory.

It takes commitment to maintain the balance, as either extreme is far easier to follow (and both discourage critical thinking), especially as accountability increases and resources decrease. My advice to you is to follow the example of your mentor and constantly ask “Why?”

Remember, Ministers like to hear themselves talk; Princlings like to issue edicts; and Emperors are notorious for not wearing clothes. The “why” from a principal (or teacher) is often the first step towards meaningful action that actually benefits students.

Think. Work. Achieve.

Your turn...

Follow Sean Cain on www.Twitter.com/LYSNation

We are Our Own Worst Enemy

I was talking to some principals from a union state. The discussion centered on the rapid and continuous improvement of LYS schools. They were tracking with me, until I mentioned our process of observing and supporting classroom teachers. I was almost speechless when they informed me that by district and union policy, principals could only visit a particular classroom no more than 3 times a year. Lunacy!

I had two questions:

1. How would one expect anything to ever improve if nothing is monitored and no one is coached or supported?

2. If the principals don’t observe and support teachers, what do they do?

Obviously, they didn't have an answer. We developed some strategies for the principals to use to work around and under this mandate, but until our discussion, these principals blindly accepted the status quo. There is no guarantee that they will implement our suggestions, but if they do not, I can guarantee that the situation on their campuses will continue to spiral downward.

Think. Work. Achieve.

Your turn...

Follow Sean Cain on www.Twitter.com/LYSNation

A Reader Writes... (Yes, I Know the Hours are Long - Part 21)

In response to the 1/5/11 post, “Yes, I Know the Hours are Long – Part 9” a LYS teacher in West Texas writes:

When I started teaching in 1994, I had no children of my own, and I gladly joined committees, sponsored groups and overnight trips, and took on other responsibilities in addition to spending as much time as I needed to contact parents, grade essays, and having everything "done." I enjoyed it!

Currently, I have two young children and a spouse who is at work 24 hours a day (at least as far as I can tell, although that may be a slight exaggeration). I no longer have extra time, and I just have to do what I can to balance the needs of my family and my students.

With all of that said, I would like to share my perspective on the long hours. Overall, I do put in more hours than are required by my contract. Some weeks I put in many more hours, and some weeks just the bare minimum. The more hours I put in, the better prepared I am to maximize my classroom time and the more I enjoy teaching. When I am unable to put in the extra hours, I simply do the best I can and keep every effort focused on what benefits the kids during instruction most directly (oops, sorry about that report that was due last Friday).

I support LYS especially because I cannot always put in the long hours anymore, so it is more important than ever for me to use my time efficiently. Any English teacher can tell you how effective it is to have a pair of "fresh eyes" look at your work, and that is how I view the LYS suggestions - as a fresh pair of eyes looking at how I use my time.

Don't be angry, LYS Nation. Cain’s job is to help us make the most of our efforts. I've been saying ever since my children were born that there isn't enough time and I need help. See the connection? Ta da....

SC Response

You are a finalist for my “Favorite Teacher of the Week” award. Thanks for the great comment and putting this entire discussion into context. As educators we work long hours and are under paid (and this is only going to get worse in the foreseeable future). To maintain our sanity, effectiveness and productivity will require the adoption of new practices, support, collaboration and the letting go of bad habits. Just like it is very difficult to find your own typos in your own written work, it is hard to self-identify your ineffective work practices. This is true for everyone. As you state, that is part of my role (and the role of LYS) on campuses. I stand in your blind spot, with no ownership in what you do, and look for ways to make you a little more effective today than you were yesterday.

What is interesting to me is how many educators view this as an attack or a sign of weakness. It is an inherent weakness of our profession. One that is not as prevalent in other fields. In other fields, the greater the potential of the performer, the more is invested to coach and support that performer. This is ironic on a cosmic scale, since our (educators) job is to help students improve.

Keep up the great work and make sure that you keep spreading your humor, optimism and common sense among your peers.

Think. Work. Achieve.

Your turn...

Follow Sean Cain on www.Twitter.com/LYSNation

Top LYS Tweets from the Week of February 27, 2011

LYS Nation, have you embraced bootleg technology? Consider this your weekly reminder. Pull out your smart phone and ask yourself, “How can I better use this incredible tool to improve campus operations and student learning?”

The first step is to get more comfortable with the device. Sure, you are already using it to manage your e-mail, but what’s next. A number of you in the LYS Nation are now using their cell phones to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of February 27^th, as tabulated by the accountants at Price Waterhouse.

1. Attention PowerWalks users. A new report has been added to the system. You will have to create a new report to see it. The best keeps getting better!

2. Great conversation with LYS Icons Barbara Fine & Lesa Cain and the newest LYS Coach, nationally recognized curriculum expert, Jenna Kernahan.

3. Had to explain to an AP that running to get to class on time is a good thing. Should not get the same consequence as being late to class.

4. 3.5 mile run this morning - run thought: The destroyers get significantly more press than the builders. Who do you seek out and listen to?

5. Polls say the public opposes education cuts. Same public opposes taxes. Is it a failure of Soc. Studies teachers that the public doesn't understand the connection?

6. With decreased funding and personnel, will there come a corresponding decrease in expectations and requirements?

7. I don't expect Nordstrom's service and attention to detail at Wal-Mart prices.

8. NY plan to limit Supt. pay will ensure that best Supt's will not consider working in NY. There is a reason why Supt's get paid what they do. (Note: Seen the list, some of the supt. salaries are outrageous.)

9. Can understand the need to cut state budgets. Can't understand state prohibition on local districts to fill the gaps. Anti-school agenda?

10. Here's a thought. If you are a politician and your children do not or did not attend public school, recuse yourself from public school votes.

Think. Work. Achieve.

Your turn...

Follow Sean Cain at www.Twitter.com/LYSNation