What About T-TESS

A lot of educators have asked me what is my opinion on T-TESS (Texas Teacher Evaluation and Support System).  My general response is that it is much ado about nothing.  But I also realize that is a “cynical old man” response, which really says nothing.  So here is my honest critique.

Overall, T-TESS a better framework than what we had (PDAS). But, it is far from perfect and nowhere near being a cure all.  Good leaders will use the system to good effect.  Poor leaders will misuse the system to poor effect. The sun comes up, the sun goes down...

There are three major flaws to T-TESS that are only apparent to our most cutting edge instructional leaders. Meaning (without insult) that rank-in-file instructional leaders haven’t yet solved the problems in front to these three problems.

Problem 1: I’ve already touched on.  T-TESS is just a tool, not magic. And tools in the hands of lazy and incompetent people can cause a lot of collateral damage. Sadly, having lazy and/or incompetent people in leadership roles is not as rare of an event as we want to believe.  And so end the pessimistic portion of this post.

Problem 2:  A lot of the T-TESS evaluation is driven by what occurs before the lesson even starts.  Planning and collaboration.  Which means that:

A. The campus and teachers need a structured, logical and consistent planning and collaboration process in place.  This is the responsibility of leadership, not teachers. 

B. Leadership has to actively participate in the planning and collaboration process to ensure that it is being implemented and to evaluate (over time) teachers.  If leadership doesn’t do its part, it will not hurt leadership. Instead, it will hurt teachers. 

Problem 3: The system allows novice and lazy instructional leaders to believe that:

A. Formative and summative observations should be co-mingled to create a summative teacher evaluation.

B. Surprise / unannounced observations are acceptable for summative teacher evaluation. 

Let me be clear, individually, A and B are BAD PRACTICE. Used together, A and B simply perpetuates the “Us vs. Them” climate that dogs the professional staff on too many campuses. I’ll expand on this in an upcoming post.

Notice I didn’t even address the student performance component of the system.  That problem isn’t hidden. It is right there for everyone to see.  It’s not that I’m against a student performance component. In theory, I’m an advocate. But in practice, there has to be a way to objectively measure the value added by each individual teacher. That system is not in place.  What is in place is a poorly designed accountability continuum that effectively places some teachers at significant career risk at one end of the continuum and some teachers at no career risk at the other end of the continuum.  It’s hard to sell the benefit of that.

All of the above to say this. T-TESS is better than PDAS and better than what is in place in a lot of other states.  Use T-TESS in an honest attempt to support and coach teachers and you’ll be OK.  Use T-TESS to meet a required mandate and really, nothing will change.  

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/Fundamental5
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote); The 4^th Annual Fundamental 5 National Summit (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Superintendent Shares... Wanna Be An Adnimistrator

An old school LYSer and Superintendent shares the following.

LYS Nation,

I received an email today from a candidate for an assistant principal opening in my school district.  I thought you would enjoy my response:

Dear Mr. Superintendent,

My name is (MASKED).  I am currently teaching Spanish at (MASKED) High School.  This is my third year at (MASKED) HS; however, I taught for nearly 16 years in (MASKED) ISD before.  I am certified in Spanish and have my Principal certification. I have heard through word of mouth that there is an anticipated Assistant Principal position for the (MASKED) ISD.  I wanted to contact you to let you know of my strong desire to be considered for the position should it come available.  I was extremely excited to hear of the potential opening.  I have heard nothing but great things about the tradition of excellence within the (MASKED) ISD, and would love nothing more than to have the opportunity to join the (MASKED) ISD family.  I am certain that the pool of applicants will be extremely large considering the excellent reputation of the district.  Because of this, I was wondering if there is anything I can begin to do in order to become more familiar with what you are looking for in a leadership position.

Thank you in advance for taking time out of your busy schedule to read my letter of interest for the anticipated position.  Please feel free to contact me if you have any advice to offer or would simply like to know more about me.  You are also welcome to contact any leader within the (MASKED) ISD for references.

Best Regards,

Thank you for the email Mr. (MASKED).  You asked for it, so here are my expectations, as superintendent, for the possible Elementary Assistant Principal position when it gets posted. 

Obviously we will be looking for the basics: good leadership ability, good public speaking ability, professional appearance, excellent rating as a classroom teacher, etc. 

At the elementary school, the next Assistant Principal will need to work with teachers to improve their art and skill in teaching younger children. 

• Extensive knowledge in Pre K and Primary teaching strategies.
• Extensive knowledge of how to teach children how to read.  Masters in Reading preferred.
• Knowledge in research-based "centers," small group, and large group instruction. 
• Knowledge in current reading software programs and assessment tools that rate reading ability.
• Experience in using age-appropriate technology 
• Experience leading PLC process as it relates to improving instruction. Not a meeting facilitator. 

Our district (MASKED) ISD also believes in The Fundamental 5 (Cain & Laird). The book, written by two Texas Principals addresses the five teacher behaviors (based on field research in Texas) that improve student achievement.  As an Assistant Principal, you can't just know The Fundamental 5, you have to walk the talk and lead by example to reinforce the adult behavior.  If we know of research-based practices that are best for children and the adults in the building are not practicing them, then that is leadership failure, not a teacher problem.

When you are not in an official meeting or duty, and school is in session, the Assistant Principal will be in classrooms, not in his/her office. This means we take care of “administrivia” after student school hours. When we talk about the administrator being a disciplinarian, we mean self-discipline, you will need to work hard enough so that not only your staff is inspired, but the leaders up the chain take notice at your work ethic as well. 

In addition to that, our elementary school holds an assembly every Friday with singing and dancing to get students fired up for the day, recognizes teachers and students, and reinforces our character education program.  As an Assistant Principal, you will be front and center leading the singing and dancing part of the program.  

So, our new Assistant Principal will need to be a disciplinarian, lead ARDs, be an instructional leader, music teacher, PE teacher, a social worker, have many outside of school duties, up to and including being an occasional bus driver.  

All this, with more days worked, and not much more money.  Pretty glamorous!

If you are still interested, please contact the principal.

SC Response

It would be interesting to know how many people who read this mistakenly believe that you are over-selling your expectations. And then how many who think, “Who wouldn’t want this job!”

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/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Superintendent Writes... Schools are Built for Adults - Part 1

In response to the 5/18/2016 and 5/20/2016 posts, “Schools are Built for Adults – Case 1,” and “Schools are Built for Adults – Case 2,” an old school LYS Superintendent writes:

SC,

You are absolutely right – schools are built for adults. My question: What would a school look like that was built for students?

This requires reimagining and reinventing schools, not simply revising and “repairing” them. I would suggest that such a school would be student-centered with real student input into the core curriculum and electives. It would involve real-world investigations into real world problems and coming up with relevant, meaningful, real world solutions. It might even have true facilitators instead of teachers, learning studios instead of classrooms, a flexible schedule with no bells, comfortable and movable furniture instead of student desks and chairs. Students would do what we all do: set goals, keep a “to do” list and calendar, meet with advisors/facilitators, evaluate progress and move forward. They would learn to work collaboratively, be creative, participate in problem-solving, and think critically. They would research, analyze, theorize and then present their findings.

So what’s the New Fundamental 5 in a school that doesn’t have classrooms or teachers or bell schedules and where students drive the learning process and direction?

And you must come see our newest campus. Our latest attempt to create the school I described. Let me know the next time you are in town and I would love to give you a tour and discuss the future!

SC Response

Great to hear from you!

And a fantastic question!!!  With no right answer.  It would be very easy to argue that any school built by adults can only approximately meet student needs, because our experiences and expectations drive all of our actions, no matter how saintly we claim to be.

My rubric for creating the real student-centered school is driven by Dr. Jim Davis’ definition of school culture and climate (which in my opinion, is darn near pure genius). School Culture is the things we do and the structure we do them in.  School Climate is the positive and negative effect that our school culture has on students.  Which means that if we truly want to manage school culture and climate (which extended out, over time, means building actual student centered schools), we must constantly examine everything.  The things that have a negative impact on students, we quit doing… No matter adult opinion and/or benefit.  The things that have a positive impact on students, we do more of… No matter adult opinion and/or benefit.

I have yet to see this happen, but I have seen a handful of educational leaders who pursue this in a disciplined, rigorous (though imperfect) fashion.  It’s a short list, on which you are included.

As for the new Fundamental 5 for the student centric school, there isn’t one.  The Fundamental 5 represents the fundamentals for facilitating, accelerating and deepening learning.

1. Framing the Lesson works regardless of setting and student direction.  The teacher/coach still has a role in providing focus and ensuring closure.  If only to increase retention.

2. The Power Zone works regardless of setting. 

3. Recognition and Reinforcement is what keeps the under-motivated engaged and the over-motivated from burning themselves out.

4 & 5. The last two, Purposeful Talk and Critical Writing are the absolute best vehicles (both in efficiency and effectiveness) for ensuring that connection, meaning, extension, and deep thinking occurs.

The Fundamental 5 in a career/tech setting... Works.  The Fundamental 5 in a STEM setting... Works. The Fundamental 5 in a liberal arts setting... Works.  The Fundamental 5 in a discipline / clinical setting... Works.

In the school you describe, there should be an over-emphasis on Recognition & Reinforcement, Small Group Purposeful Talk, and Critical Writing.  But Lesson Framing and the Power Zone would still remain in play.  Regardless of how much student control there is of the learning, as educators, we still have a role in making sure that the learning has focus and meaning

See you soon.

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/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Top LYS Tweets From the Week of May 29, 2016

If you are not following @LYSNation on Twitter, then you missed the Top 10 LYS Tweets from the week of May 29, 2016 when they were first posted.  And if you are on Twitter, you might want to check out the Tweeters who made this week’s list.

1. Congratulations to LYSer, Tra Hall! He is the new Principal at Wright Elementary!! Who will be next? (By @LYSNation)

2. How many people have full-time, high paying jobs whose sole function is to convince us that American schools suck? Seems like a lot... (By @jerseyjazzman)

3. Opponents are working very hard to defeat us. Let's not do it for them by defeating ourselves from within. – John Wooden (By @CoachMotto)

4. It's hard to argue that school accountability is too much and unfair when doing nothing in the classroom is accepted with any weak excuse. (By @LYSNation)

5. “In the classroom learning to communicate is critical, because speech is power: speech persuades and compels.” (By @DrRichAllen)

6. You can't predict the output of your processes unless you have repeatable processes. To predict performance, have consistent practices. (By @DrKing_BBJH)

7. We're criticized for being too pro-teacher. Guilty as charged. It's impossible to be for public school children without being for public school teachers. (By @pastors4txkids)

8. The substitute teacher having nothing for the class to do isn't the fault of the sub. The absent teacher and campus leadership own the wasted day. (By @LYSNation)

9. "Let us dare to read." -John Adams (By @DrMetz_MHS)

10. Nothing communicates to the student, "You're not welcome in my classroom," better than sarcastic wall hangings. (By @LYSNation)

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/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook