PowerWalks - PDAS Alignment

There is a push by many in our field who want to combine teacher coaching and evaluation instruments. At best these people are misguided or inexperienced, at worst they are idiots. I don’t write this to offend, it just the recognition that in this case, I have considerable expertise. Coaching is for skill building and skill refinement. Evaluation is to determine the response to coaching and overall effectiveness. Both are critical, inter-dependent leadership functions, but they are separate leadership functions.

Now, it is important that the coaching observation protocol that I select is correlated to my evaluation protocol, but they are not the same. Football practice, at times, closely resembles a football game and at times it does not. But every practice activity supports the execution of high-level football skills when it actually counts, the football game. In Texas, to evaluate teachers, we use the PDAS (Professional Development and Appraisal System). PDAS is not a coaching tool. In fact, when used correctly (an event more rare than anyone will ever admit) it is barely adequate as an evaluation tool. Regardless, the very subjective PDAS observation is the BIG game.

On the other hand, PowerWalks, used by LYS Schools across the country, is a concrete, objective, observable practice, coaching tool. As teachers improve at the execution of discrete and observable higher yield instructional practices over time their PDAS results invariably improve. Below is the correlation of PowerWalks observation and coaching data to PDAS.

Improving Instructor Location data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Pupil Engagement data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain IV (Management)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Lesson Framing & Instructional Alignment data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Instructional Rigor data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)

Improving Instructional Relevance data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Monitoring Student Understanding data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving High Yield Student Practices data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving High Yield Teacher Practices data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

Decreasing Lower Yield Practices data has a positive effect on the following PDAS domains.

• By definition, the frequent and consistent use of a lower yield instructional strategies and practice should not be correlated with exceeding expectations on PDAS

Improving Classroom Management data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Basic Learning Environment data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain IV (Management)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

Improving Advanced Learning Environment data has a positive effect on the following PDAS domains.

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain IV (Management)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASB Conference; TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)

Foundation Trinity - PDAS Alignment

Here is the next LYS coaching alignment tool. Over the next few posts I will show the alignment between LYS doctrine and state requirements. Now up, the alignment of the Foundation Trinity to the Texas PDAS.

When we implement our Common Scope and Sequence, there is a positive impact on the following PDAS domains:

• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

When we effectively use our Short Term Common Assessments, there is a positive impact on the following PDAS domains:

• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain VIII (Improvement of Academic Performance of All Students)

When we effectively use our PowerWalks instructional observation system, there is a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

As you observe our campus implement the Foundation Trinity at high frequency and high quality, we will have more of our teachers Exceeding Expectations in the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VII (Compliance with Policies)
• Domain VIII (Improvement of Academic Performance of All Students)

But you shouldn’t be surprised. We are LYSers. It’s what we do.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASB Conference; TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)

Fundamental 5 - PDAS Alignment

Recently we have had a host of non-LYS leaders taking over for LYSers who have been either promoted or have moved on to bigger campuses or districts. It is the bane of success. The school improves and new opportunities present themselves. The downside is that you have the remaining LYSers trying to get the new boss up to speed before they inadvertently dismantle the machine that created the success. So as a coaching tool, over the next few posts I will show the alignment between LYS doctrine and state requirements. First up, the alignment of Fundamental 5 practices to the Texas PDAS.

When I Frame the Lesson, I make a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

When I Work in the Power Zone, I make a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• · Domain VIII (Improvement of Academic Performance of All Students)

When I use Frequent Small Group Purposeful Talk, I make a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain VIII (Improvement of Academic Performance of All Students)

When I Recognize and Reinforce, I make a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

When I have my students Write Critically, I make a positive impact on the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain VIII (Improvement of Academic Performance of All Students)

As you observe me execute the Fundamental 5 at high frequency and high quality, you will find it easy to evaluate me as Exceeding Expectations in the following PDAS domains:

• Domain I (Student Participation)
• Domain II (Learner-Centered Instruction)
• Domain III (Evaluation and Feedback)
• Domain IV (Management)
• Domain V (Professional Communication)
• Domain VIII (Improvement of Academic Performance of All Students)

But you shouldn’t be surprised, I’m a LYSer. Its what we do.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASSP Conference; NASB Conference; Region 10 ESC Fall Leadership Conference (Keynote)

PowerWalks 101

PowerWalks are different than typical classroom observation practice. PowerWalks are about providing teachers with game film, incremental improvement and leveraging professional insight. So how is this done? Using the right tool (if you are not using PowerWalks, sorry), frequency and reflection. If you are a campus administrator, keep the following numbers in mind when considering your classroom observation volume.

1. It takes about 100 walk-thru's to really get a feel for what you are looking for and what you are actually observing.

2. After the first 100 walk-thru's, the typical observer learns something new or figures something out with every 300 additional walk-thru's.

This assumes that you are conducting your walk-thru's with purpose and reflection, and not just going thru the motions. Fake it, and all bets are off.

Where should you be now? I’m glad you asked. At this point, I'm happy with any year to date observation number over 375. If your year to date number is currently below 275, I’m concerned. And yes, I walk the walk. For the past three years, I have averaged 1,200 documented walk-thru’s a year. I used to do even more. My current year to date number is 602, and I’m not on a campus every day.

Just keep this in mind; to be an expert in instruction, there are two absolutes. First, you had to have taught. Second, you have to fanatically and purposefully observe a lot of instruction. In our profession, the first is commonplace, the second is exceedingly rare.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASB Conference; TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)

Top LYS Tweets from the Week of March 11, 2012

The LYS definition of “Bootleg Technology” is cheap, personally owned hardware that allows the user to connect to the Internet wherever there is Wi-Fi or cellular service. Bootleg technology allows the user quick access to the depth and breadth of human knowledge and is rapidly replacing the office suite functions of standard computers.

LYS advocates the integration of bootleg technology in campus operations for ownership reasons (the student owns the hardware, so he is responsible for keeping it in working order); engagement reasons; and cost reasons (all the district has to do is provide the Wi-Fi service, let the kids do the rest). However, your traditional thinkers and school leaders view bootleg technology in the same terms as desktop and laptop computers. Hardware that the district should own and therefore control. But thinking in that way only ensures that you will always be behind the curve.

Here’s proof. Numerous districts have recently received positive press by buying I-Pads for their entire student body. Essentially, they have been praised for squandering taxpayers money. The I-Pads those districts bought are all outdated as of last week. What is crazy is that these districts could have saved their dollars and just let students bring their own I-pads and tablets (and received the same great press). There might not be a 1:1 ratio at first, but that can be overcome with sharing and collaboration (which by the way, are real world skills).

The power of bootleg technology is problem solving, exploration and innovation. Which means that those in charge have to let go of their ownership and control issues. And yes, in case you are wondering, the new I-pad is awesome.

A number of you in the LYS Nation are now using your own bootleg technology devices 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 March 11, 2012, as tabulated by the accountants at Price Waterhouse.

1. Off to a breakfast meeting with a former US Secretary of Education. National interest in the success of LYS schools!

2. The purpose of student data is not to predict the future. Its purpose is to change the future.

3. Data shows us that poor + can't read + 3rd grade = drop out. My question is what do you do from that point to make sure it doesn't happen?

4. Data show the number of Texas elementary schools exceeding 22 students a class has risen to 8,479 from 2,238 last year. (By @RaylynnErnest)

5. When it comes to something as important as education do you really want to cut corners in the name of efficiency? (By @DrJerryRBurkett)

6. I don’t mind efficient if we are effective. Effective depends on how many mandates and standards we are accountable for. (By @txschoolsupe)

7. The key to great district leadership is the balance between effectiveness and efficiency. That is the genius of Brezina.

8. Over 1/2 of North Carolina teachers claim they spend over 1/2 of their time prepping kids for tests. If that means teaching tested standards, that's OK.

9. The politician who wants to make it easier to be an educator would never try to implement similar policies for his doctor, lawyer or CPA.

10. I have yet to have a student tell me they can't use technology because they haven't received any PD on it. (By @sjunkins)

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASB Conference; TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)