Top LYS Tweets from the Week of November 5, 2017

If you are not following @LYSNation on Twitter, then you missed the Top 10 LYS Tweets from the week of November 5, 2017 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. School culture doesn’t happen by accident. It is built one positive adult action at a time, by all adults, every day. (By @LYSNation)

2. If you are OK with teachers using less effective practice because your scores are “good.” You are sacrificing student opportunity for adult comfort. (By @LYSNation)

3. Success and failure aren’t based on a program. They are based on you. (By @DrKing_BBJH)

4. It is not about who is in my classroom, it's about what I'm doing with instruction. (By @Faith4learning)

5. Real instructional relevance is student developed, not teacher delivered. (By @tra_hall)

6. Quality trumps quantity... But I still am a firm believer in bell-to-bell learning. When secondary classrooms end early, lots of time is lost. (By @justintarte)

7. The coach doesn't sit in his/her office while the game is being played. (By @jackson_carrie)

8. Bad instruction is better than no instruction. Some schools are operating at 20% nothing time. (By @jackson_carrie)

9. The antecedent to most student misbehavior in the classroom is adult inattention and lazy practice. (By @LYSNation)

10. Scott Milder Makes It Official: He is running against Texas Lt. Governor, Dan Patrick, in the GOP primary. (By @texasisd)

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
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Schools are Built for Adults - Case 2

“Schools are built for adults.” 

As an extension to the 5/18/2016 post, “Schools are Built for Adults – Case 1,” the above truth does not predispose that educators are bad people.  They (we) are not. In fact, compared to the population at large, educators are more decent, empathetic and self-sacrificing than the typical adult.  But we are still people. Which means that effective school leaders must be students of human nature.

My second proof point that “schools are built for adults” is this... In the Long Run, Adult Comfort Trumps Student Performance.

The overwhelming majority of schools do not operate to maximize student performance. Instead they operate at the intersection of an acceptable level of student performance and acceptable level of adult discomfort.

As long as that intersection resides above state accountability standards, the campus is considered successful and there is no pressure to maximize student performance.

If the intersection resides below state accountability standards, there is significant internal and external pressure to raise the level of student performance.  And the staff on the targeted campus will bear down and endure significant hardship toensure that more of their students meet the external accountability standards.

Not only is this admirable but it also demonstrates that we are capable of doing more than what we typically do.

But then the campus gets performance over the minimum standard bar and the crisis is ended.  Sooner rather than later, the all-important measure of adult comfort again takes over and there is significant pressure on campus leadership to “slow down,” and focus on morale.  The fact that there is objective proof that increased student performance is not only possible, but probable, is immaterial.

And for those of you skeptical, this pattern has been observed 100’s of times.  It is the primary reason why the State of Texas monitors campuses for up to 3 years after the campus finally meets minimum standards.   

No one really pays attention this truth. Now that you know it, what will you do with this information?

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: Illinois ASCD Fall Conference (Multiple Presentations), Texas Elementary Principals and Supervisors Association Fall AP Conference, The Fundamental 5 National Summit (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Schools are Built for Adults - Case 1

“Schools are built for adults.”

Every time I speak this truth, it upsets people.  They accuse me of being pessimistic and defeatist.  I am neither. Because I was, based on that truth, I wouldn’t be able to get up every day and attack my work with full vigor. I am a realist.  And I think it is important that those of us who work in schools to embrace this truth, to either work around it or rise above it. 

My first proof point that, “schools are built for adults” is this... The Master Schedule.

A. There is not a competent sitting principal who believes that they have the perfect master schedule.

B. There is not a competent sitting principal who is not aware that there are adjustments that can be made to his/her current master schedule that would significantly benefit students.

C. There is not a competent sitting principal who is not aware that if they implemented the master schedule that was absolutely best for students, that there would be significant pushback from adults in the system, from teachers to the Board and every level in between.

D. Due to A, B, and C, competent sitting principals live with master schedules that are not optimized for student need. 

A+B+C+D = Schools are built for adults.  What will you do with this information?

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: Illinois ASCD Fall Conference (Multiple Presentations), Texas Elementary Principals and Supervisors Association Fall AP Conference, The Fundamental 5 National Summit (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook 

The Reference - Part 2

As I reported earlier this summer, it’s that time of year again.  The time when districts look at what their campuses are doing and then look at LYS campuses and decide that they need to make a run at those campus and district leaders.  In the course of the recruitment dance, the interested district always wants a to hear from a reference or two.  Do you want to know why the LYS Leader is different?  Here is an excerpt from a reference that I just completed.

Do you know her reason for wanting to leaving her current district?

An interesting question, as you are aware (MASKED NAME) is not looking for a job.  Your district contacted her because she is one of the top five, large school principals in the state.

How does she get along with superiors, colleagues and subordinates?

Again, an interesting question. If as a superintendent, you value a principal that outworks everyone and builds a campus that outperforms all rivals, then you will love (MASKED NAME). If, in your district, you have campus administrators that don't want to work harder to keep up with her, then your district does not have a climate conducive to (MASKED NAME). How (MASKED NAME) is received has more to do with the attitude of you and your administrators than her. 

Describe her strengths.

(MASKED NAME) is a data and observation geek.  She knows what is working and what isn't before anyone else even knows that there might be an issue.  Her campuses make three self-adjustments before anyone else has finished reading their morning e-mails.

Any weakness?

(MASKED NAME) has little time or sympathy for education leaders that worry more about adult comfort than student performance.

Is there anything else you would like to share about her?

A district hires (MASKED NAME) because it wants its principals to be more like (MASKED NAME). Regardless of where your organization is currently positioned things will improve after (MASKED NAME) arrives.

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 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• 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: Channelview ISD Leadership Team Kickoff, Bushland ISD Staff Kickoff, Canadian ISD Staff Kickoff, Highland Park ISD Staff Kickoff, Sunray ISD Staff Kickoff, Region 10 ESC Fall Leadership Conference (Keynote)
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Submits... Technophobia

A LYS Principal submits:

I have decided that in the field of education we are almost all technophobic. Educators were so resistant to putting technology into classroom instruction that Dr. Neely implemented technology implementation in the classroom as one of the observed teacher proficiencies under the PDAS teacher evaluation system. Let’s face it, when the government implements a policy or law, it is because there is a perceived problem, and the acceptance and implementation of technology in education is certainly a problem.

Not convinced? Let's consider the LYS philosophy that the alpha and omega of student expectations is adult modeling. Or, in other words, the most effective way to teach is to model. What do we model as adults for the students? Consider the cell phone. Most school districts either ban the possession of cell phones by students outright, or they allow the possession as long as the cell phones are never seen or heard. What about the faculty? Do you use your cell phone during breaks, during lunch? Is your cell phone like mine, visible on your belt? If the superintendent calls you on your cell phone, do you ignore the phone since school is in session?

Seriously, what are you modeling? Why should students not be allowed to use personal technology devices such as cell phones during breaks and lunch? Are you afraid that students may film a fight and put it on YouTube? If your decision making process is driven by fear, you aren’t leading. The act of using cell phones to record illegal activity can be addressed in policy without banning all cell phones.

Still not convinced? Let's talk about Blogs and Twitter. Many districts universally block all Blogs, including the fine LYS Blog. Can Blogs be misused? You bet, but so can Microsoft Word. But this blocking practice also blocks numerous excellent Blogs that should be available to all students. Concerning Twitter, Twitter wasn't more than 20 minutes old before school districts began amending policies to prevent Twitter. But in the real world, TEA and numerous school boards are now using Twitter as a way to communicate with the public. Yet many districts, again by blanket policy, block access to Twitter and similar sites.

So there you have it, prime examples of our reaction to new technology - form a policy to prohibit the new technology, immediately. We need to re-evaluate our stance on technology. We need to model what we truly practice as professionals. Dare I say that in a short number of years personal electronic devices may find a welcomed place in education, even in classrooms for instructional purposes.

SC Response

I have to say that you are on track. Too many of us in our field take a prison type view on technology access. Don’t let anyone have it, because they might misuse it. We might as well quit teaching kids to read and write. We need to recognize that the need to block the access and use of technology is rooted in fear, lazy practice, or both. Fear that I, the adult, might not be the source of all knowledge in my school or classroom. Lazy in the sense that to ensure that students are not harmed by or misuse the tool requires increased vigilance and ongoing conversation and coaching. Which for too many of us in our field is a dramatic change in typical practice.

As we continue to address the reality of an increasingly flat, universally connected world, I will channel the tone of Dr. Todd Whitaker advice to school leaders. “We need to create policy to support our best and brightest, not to manage the lowest common denominator.”

Think. Work. Achieve.

Your turn...

A Reader Submits... TPM

A reader submits:

A hot topic in Texas at this time is the Texas Projection Measure, TPM. TPM is an attempt to measure growth. The idea is that schools that show statistical improvement get credit for meeting with accountability standards even if the raw scores are not up to standard. Some issues:

TPM statistics assumes that a child doing well or improving in math and reading will eventually pass all sections of State testing (science and social studies). This is probably an accurate assumption, however the implementation is 180 degrees contrary to my thinking. Here is why, a student who is passing or substantially improving in math and reading yet fails science and social studies is an indicator that the school let the child down in science and social studies. The school should not receive credit for the science and social studies but rather should be given notice for the poor performance since the child has the learned the basics of reading and math.

A child failing a portion of the state exam is a “go, no-go” issue. That is, promotion and graduation depend on pass or fail, not improvement. Yet under TPM the school gets credit for a pass, even though the student does not, as long as the child's performance has statistically improved. This is also 180 degrees opposed to my philosophy. The student-school relationship concerning testing should be if one benefits, both benefit. With TPM this is not the case as the child can fail and face dire consequences, yet the school not only escapes dire consequences, but inexplicably is rewarded.

If a child is failing but also statistically (and in reality) improving, what is this a measure of? I don't know for sure, but TPM assumes it is because the school is improving. I ask, “Improving from what?”

A child is improving, so the child was apparently always capable, so it is entirely likely the curriculum and instructional practices of the school were to blame for the child failing in the first place. It is possible (likely?) the school was providing a disservice to the child resulting in the child failing to meet accountability standards.

I applaud schools with the courage and conviction to fix failing practices, but to reward the school with a favorable, unearned accountability rating while students continue to suffer from the consequences of failure is WRONG. And while I applaud schools that have the courage and conviction to fix failing practices, the reality is that failing schools chose to provide a disservice to students. The courage and conviction to improve is a choice, as it is a choice to provide a disservice to children. Choose wisely as your student's future certainly depend upon your choice, even if your school's future does not.

SC Response

You make a very logical and compelling case. I particularly like the following point that you make, “The student / school relationship, concerning testing, should be if one benefits, both benefit.”

When this is not the case, it provides a concrete example of adult comfort being placed ahead of student need. A child failing to meet minimum standards is a serious issue with many real world and life long consequences. The system needs to be warned, mobilized and accountable for rectifying that issue. But by camouflaging that information (TPM), the system, and the adults in the system, can continue moving in the same direction, at the same pace, under the illusion that they are solving problems, which in actuality they are not.

Next, though it stings, you are right in pointing out that school failure is often a choice. There are fundamental practices required to operate effective schools and these practices are not a secret. However, many in education believe that those fundamental practices do not apply to themselves, their campus, or their district. Sadly, it is their students that pay the price for that hubris.

Think. Work. Achieve.

Your turn...

A Reader Writes... (I got a Royal Flush - Part 4)

In response to the post, “I Got a Royal Flush,” a LYS Principal that has been working with us since he was an AP writes:

“Great analogy and advice. BTW, we got our Exemplary rating at Deweyville HS without any wild cards. Now I hope we can do it at Whitney.”

SC Response

You will, because like all the old school LYS’ers, you execute the LYS non-negotiables without apology.

1. The Foundation Trinity

2. The Fundamental Five

3. The focus on student need instead of adult convenience.

Go raise the bar yet again.

Think. Work. Achieve.

Your turn...

Advice for the First Year Principal

If you are getting ready for your first principalship, you obviously have lots of questions right now. Am I ready for the job? What am I forgetting? How will the staff respond to me? What do I need to change now, what can wait? Etc., etc.

Know that the first year as principal is the toughest in the field of education. At no other point is the responsibility leap as large, coupled with an equally large learning curve. Leadership in theory and leadership in practice come with dramatically different levels of stress and second guessing. As you go forward this year, consider the following rules of the first year, that your professors, mentors and boss forgot to mention.

1. As mentioned previously, the first year of being a principal is the steepest learning curve you will face in your entire career. This is primarily due to the fact that you are now accountable for everything. This forces you to consider every decision in light of this fact. It slows you down at the time when you are starting a job that moves faster than any position you have ever had before. Just keep grinding and remind yourself that you volunteered for the job. Year 2 will be much easier.

2. The more dysfunctional the campus you have taken over, the more autocratic you must be. This is tough, because this is not who you want to be and not what you signed up for. But your first priority is to lead the campus. Set the vision, set the expectation and enforce both. As the staff builds capacity and understanding, you will be able to become more collaborative.

3. Don’t worry about morale. Don’t even get in this fight. You’re new and you represent change. New and change is the perfect recipe for a dip in morale. Instead focus on student performance, especially short-term measures. As the staff sees student performance improve, their morale will bounce back. Tattoo this to your bicep, "Performance Leads Morale!"

4. You have a honeymoon, use it. As soon as you get on the job, make the changes that need to be made. Don’t wait to assess the situation for a semester, do it now. The staff may not like it, but they all expect something different to happen. And the best time to make a mistake is when your boss expects one or has yet to start keeping count.

5. If you want a friend get a dog. The Principal’s job is to lead. If you do it right, someone is always upset with you. Your job is to ensure that student needs are being met and the school is improving. You can aspire to being respected and admired, but don’t fret over whether or not you are liked.

This ought to get you through your first week.

Think. Work. Acheive.

Your turn...

A Reader Writes... (School Dysfunction - Part 2)

In response to the post, “School Dysfunction,” a reader writes:

To quote SC, "The execution of best practice in every class, with every student, is no longer a matter of personal choice."

If that simple statement was a creed we all lived by, on every campus, then could you imagine what an amazing education every student would receive?

I TOTALLY agree that “dysfunctional” is relative. That many seemingly OK campuses get by on non-functioning systems. And I know all too well the challenge of “re-functioning” a system when the people in and around it are blind to the number of underserved and damaged students that they leave in their wake.

I was told once “Do not change a thing for at least the first 6 month,” on a new campus. SC, your statement blows that advice out of the water. My kids don't even have 9 weeks to wait, and they won't!"

SC Response
Great post! I just want emphasize the importance of your closing statement. Every day that we know that we are under serving students, we are an active participant in creating an ever deepening hole for them to climb out of. The deeper the hole, the greater the number of students that will never escape, and the only person who really “owns” that number is the principal.

Which is why I always ask, “What do you value more, adult comfort or the future of your students?”

The actions of the principal, based on that question, dictate the quality of education on the campus.

SC Note
Have a safe and restful Fourth of July holiday. Posts will recommence on July 6th.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code Yet Again - Part 3)

In response to the post, "A Reader Writes... (Dress Code Yet Again - Part 2)..." a hard core LYS’er writes:

Quote - "I didn't go to college to..."

That is such a copout statement! And by the way, what college did you go to? Because you need to get your money back. It seems that they didn’t do a good job of teaching you the essence of teaching, learning and purposeful reflection.

As a product of the Marines, the University of Wyoming, and UNLV, I was taught, directed, and coached to not only to instruct students, but to model a standard every single day, as well.

Grow up. Even Wal-Mart has a dress code. And do know that if you were on my campus and you continued to display the attitude that came across in your post, there’s a good chance that Wal-Mart would quickly become your only employment option. Either check yourself, or make sure that you check my receipt when I leave the store.

Semper Fi.

SC Response
Ouch. Ease up just a little bit. There was a time when both you and I felt the need to fight the suits.

But as you so often do, you quickly get to the crux of the matter. Modeling is the most powerful way to teach anything. As teachers, coaches, and mentors every time we justify to ourselves that we deserve better than what we expect from our charges, we sacrifice effectiveness for comfort and conveinience. That doesn’t mean that you are a bad person, but it does mean that your pursuit of excellence is just lip service.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Latest School Rankings - Part 5)

In response to the post, "Brezina Writes... (Latest School Rankings - Part 4...", a reader writes:

“At our school, many teachers say that students are put in their classes to cause a teacher to fail. If that is a strategy that is being used, that is unprofessional and can only harm the entire school. It causes dissension among the teachers that have had this done to them to those whom have not had that done and creates an almost hostile environment toward those teachers and then those same teachers use the system to keep their jobs or to cause more harm to others. Then you have an administrator that has not used LYS to cause success and positive interactions. You just have bad management. When this type of system is in place it only causes a school to fail."

SC Response
First, let me say that I have never worked with a campus leader that has scheduled students in a class for the purpose of making a teacher fail. I have yet to meet a principal that is willing to write off a whole class of students just to run off a teacher. In fact, I find the opposite to be true. Almost every principal I have worked with does their best to make sure that student exposure to bad teachers is minimized and exposure to good teachers is maximized. That means that often the best teachers are assigned the toughest kids. What I remind principals is that when they do that, they have to keep the heat on the teachers that don’t have the tough kids, otherwise you are punishing competence and rewarding incompetence.

Now what I have seen is a principal move a teacher she doesn’t like to cover the ISS class. This earns my immediate scorn and displeasure. My belief is that my absolute best teacher (Hello, Coach Boyd) has to be my ISS teacher. After all, that is where my most academically fragile students congregate.

In regard to your campus, what you have to consider is who is doing the complaining. Is it the rookie teacher who has the toughest intro level classes? Or is it the tenured teacher who is asked to teach a tough section along with an advanced or honors section? Some teachers feel that they have “earned” the right to teach senior AP English, and then convince themselves that those classes are successful only due to their “master teacher” status.

If it is the latter, my advice is to do your best to ignore the chatter. They will eventually get happy when their students start to perform, or they won’t and they will leave. It will depend on what they value more, student success or adult comfort. On the student centered campus, in the long run, both options are acceptable.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Hiring Decisions - Part 3)

In response to the post, "A Reader Submits... Hiring Decisions", a reader writes.

"Sean,

I had a very exciting interview today. It was a site based committee, so I was hesitant at first. I started slow, having plenty of experience with LYS philosophy scaring interview committees. I was surprised to find the committee kept pushing me for tougher responses to their questions. I cranked up my LYS volume to about 60% and was concerned when I saw the entire group wince at one of my answers. I told the committee I realized I might have just blown it, but I gave them an honest answer. To my surprise they responded that they were glad to finally find a candidate with the viewpoint I expressed. I ended the interview at about 70% LYS intensity and the teacher group seemed very comfortable. I was afraid to go to 100% at this stage, but in time I think the school is capable of handling it. I should point out the high school is of a good size with a number of sub-pops, yet it is recognized, so they have something going on. I am relieved to find schools like this, as all I have ever experienced is dysfunction and a constant battle to get adults to do the very minimum for kids."

SC Response
As we have discussed before, your leadership experience has been in a narrow niche in our field. That is taking “broke to better.” That can jade you. Most educators are generally trying their best. What they lack is an understanding that they are the critical variable in the performance of their students. You on the other hand, based on your experience, are hyper-sensitive to that fact. That concept is frightening to schools in the comfortable middle, because if forces every adult to re-examine their daily practice (not comfortable).

The fact that you found a campus that was willing to consider what you presented is a good sign. It means that on some level they recognize that they are operating with a potential gap. Now it will be interesting to see if they want to do something about it.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Hiring Decisions - Part 1)

In response to the post, “Hiring Decisions,” a reader writes:

"Being the first with a solution to a problem is..." ...more importantly the BEST way to make a DIFFERENCE in the lives of our children!!!!!

SC Response
I hate to steal the mojo, but not exactly. The first solution is usually the best one for adults. Or as E. Don Brown famously states, "If it's good for adults, its bad for kids." It takes some digging to get to the best solution for kids. But that wasn’t the context of the advice, though I do appreciate your enthusiasm.

Most people provide leadership with problems, a few provide leadership with solutions and even fewer provide solutions that are personal agenda neutral (those are usually the ones best for kids). My entire career has been based on providing solutions. This started in the classroom and quickly set me apart from my peers. So that is a cornerstone to my career advice to all educators, look for problems (which few do) and create solutions for those problems (still fewer). At some point someone will notice and appreciate it

Think. Work. Achieve.

Your turn...

Dress Code Yet Again

Yes, this post is a broken record.

This month I have been on a number of campuses that require students to conform to standardized dress (uniforms). But there has yet to be even one of these campuses that have had any expectation for professional staff appearance.

The hypocrisy was complete when I observed a female middle school teacher in an untucked, inappropriately deep V-necked T-shirt, ratty blue jeans, and flip flops berate a student for not having his shirt tucked in appropriately.

Here’s the rule: Either model your expectation, or don’t have the expectation. It's that simple. If you are unwilling to model what you expect, you have provided proof positive that you value comfort and convenience over effectiveness and performance.

Think. Work. Achieve.

Your turn...

A Reader Writes... (PowerWalks)

In response to the post, "A Reader Asks... PowerWalks", an LYS principal writes.

“You broadly categorized the types of observations which makes a debate difficult. But I’m game. I would break observations into two groups:

1. Coaching observations (regardless of time)

2. Assessment observations (regardless of time)

I am a firm believer in using the 3 minute or less observation to generate coaching tips. The original poster claims the 3 minute observations take far longer than 3 minutes. I will say that after thousands of formal and informal PowerWalks, I can be in and out of a class in less than a minute.

I believe that PDAS is generally misunderstood or misapplied. Most of PDAS is objective. Some of PDAS is subjective. The problem with the PDAS instrument is that it is not quick or easy. By not being quick and easy it is almost always poorly implemented. Properly implemented PDAS would lead to much lower scores than most teachers receive. Use a stop watch and count students at some point to find out.

The only area where I disagree with Cain is that I could care less about the dog and pony show. If a teacher does a great job in a formal observation but can't deliver quality instruction on a daily basis, then I question that teacher's commitment. Why do a great job when I am around, but slack at every other opportunity?

SC Response
I agree with the coaching / assessment breakdown. It is just our position that:

1. It must be very clear to the teacher which is occurring when the observer is in the room. “Sniping” teachers is a cowards move.

2. The data collected for coaching and assessment must be kept separate and unique. Much like constitutional rights that sometimes let criminals free, the need to protect teachers from bad leadership practices outweigh any efficiency arguments that can be made for combining the data.

I understand your 1 minute claim, but I fear most people won’t. Just last week I conducted over 300, three minute classroom observations on 12 different campuses. You are correct in stating that you can see everything you need to see in a minute. But here is the caveat, you can only see everything after you have completed 100’s of observations. Your eye takes the picture and then your mind dissects that picture. But the peripheral, yet critical details of the picture aren’t visible until you have done it enough. Schmoker says the secret to becoming on expert on instruction is to observe a lot of instruction. But now we know better, the secret to becoming an expert on instruction is to purposefully observe a lot of instruction. The difference is subtle, but critical. The coach who watches 1000’s of hours of game film has a better understanding of the game than the fan who watches lots game on TV.

I agree that PDAS, properly implemented is somewhat objective. But every time you give the teacher the benefit of the doubt, objectivity flies out the window. And I agree that for the most part PDAS is improperly scored. The personalities of the observer and observee have a greater bearing on the final score that what was observed in the classroom. Two quick examples of this:

1. Pull the PDAS results of the staff at any low performing school in the state. Less that 1% will have scored low enough to warrant a growth plan and a significant percentage of the staff will have “exceeded expectations.”

2. I was working with a principal recently that was trying to document a teacher off of his campus, not because of poor student results (which were good) but because of a poor attitude. Needless to say, I came down on the side of the teacher in this case.

Now for our point of contention. I think there is value in the dog and pony show because provides the coach with critical information. If the gap between typical behavior and exceptional behavior is small, then the focus has to be on increasing the skill level and capacity of the teacher. Technique, tools, stamina, planning and support are areas of critical need. On the other hand, if the gap between typical and exceptional behavior is great, then the focus has to be on increasing or improving tempo, urgency, planning, accountability, and instructional habits.

The accurate determination of “can’t do” or “won’t do,” dictates not only my course of action with the staff member but also the pace in which I expect to see noticeable improvement. Needless to say, the initial expectations for “Won’t do’s,” will be significantly different than those for the “Can’t do’s.” After all, the “Won’t do’s,” have demonstrated that their comfort and convenience outweighs the instructional needs of students. And that, I take personally.

So where did we disagree?

Think. Work. Achieve.

Your turn...