The purpose of structure is to provide stability and
predictability. This is how you
excel in chaotic environments.
This is how to set up organizations move effectively and efficiently at
scale. This is how you leverage
effort and brainpower, the currency of learning organizations.
This is what we do not do, with reckless abandon, in schools
today. I’ll illustrate this with
an all too common example, the implementation of common assessments. Here we have the classic conflict of
theoretician vs. practitioner.
In this case the theoreticians are the curriculum designers
and experts. These people think in
terms of units of knowledge, which is entirely logical and appropriate. When you think in terms of units of
knowledge, it makes a predictable impact on how one views assessment. Obviously, the assessment should occur at the
end of the unit. But almost
immediately, this adds complexity to an already fluid and dynamic operational
environment. This is because units of knowledge vary in length. And the varying lengths are
inconsistent across both grade level and content.
So consider the testing impact of common unit assessments
(unit lengths from 2 to 4 weeks) in an all too typical middle school.
What you end up having is multiple tests occurring every week
with no particular pattern. Now
try to calendar and manage data meetings, instructional planning meetings,
intervention meetings and staffings.
It cannot be done efficiently. And if it cannot be done efficiently it
will not be done effectively. And
who will suffer? Students, teachers and campus administrators, but not the theoretician.
So what is the solution?
In this case, listen to the practitioners.
Here the practitioner institutes
arbitrary structure to curricular chaos with the three-week common
assessment.
The units remain their
same random length, but the assessments all occur at the same 3-week
interval.
Now this does mean that
most assessments will have a mix of the end of the prior unit and the beginning
of the current unit, but as long as the curriculum is mapped and paced, this
presents no significant problem. (Note: If your curriculum is not mapped and paced,
leadership and the curriculum department has failed the
instructional staff.
No
spinning... Failed.)
So lets
look at the footprint of three-week assessments.
In this environment, the campus
can calendar and manage data meetings, instructional planning meetings,
intervention meetings and staffing quite efficiently. With efficiency comes
effectiveness. And over time, with efficiency and effectiveness there is a fighting
chance to build expertise.
Not to belabor the point, but this
is important. Look at the two assessment calendars next to each other.
Which one makes sense and which one is
currently in effect in your district and on your campus?
Think. Work. Achieve.
Your turn...
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