Student vs. Teacher Data

Student vs. Teacher data: I recently had a frustrating meeting about this subject with someone who should know better (a big district C & I director). Parroting E. Don Brown (which is always a good idea), “We have beat student data to death. Let it go.”

I’ll paraphrase the meeting

1. An aligned curriculum should have short-term common formative assessments and a summative assessments.

So far so good, we’re on the same page.

2. No class (excluding severe need special education) gets to opt out of any of the assessments.

Now they’re concerned. “Aren’t we limiting our really smart students by making them take dumbed down pedestrian tests?” No, and now I’m concerned.

3. The short-term common assessments are not used to identify which students need remediation. They are used to identify which instructional strategies work best with our students and which teachers are implementing those strategies.

Now I’ve lost them. “Are you saying we shouldn’t tutor?” No, I’m saying that it is no longer an option to continue to teach ineffectively.

4. The annual summative test (TAKS / STAAR in Texas) is a program review. Did we effectively teach what we were supposed to teach, or not. We use results to identify the big holes in our curriculum and our delivery; then we change and revise our practice to fill those holes in the subsequent year.

Now they smile. “We do that, we schedule our TAKS failures into TAKS remediation or double block content classes for the next school year.” Now I frown. “That’s not what I said.”

Assessment identifies whether or not our practice is effective. Student performance is merely the consequence of our action. To continue to focus on student interventions is to focus on the symptom and not the cause. Treating the symptom does provide some immediate, short-term relief. Treat the cause and at some point the symptom disappears. Shift the focus of data from students to adults and we quickly transform from being the victims of fate (those kids, those parents, etc.) to the masters of our destinies (our work, our knowledge, or expertise).

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

The Little District That Will...

I have spent the last two days working with a group of teachers that has reaffirmed why the politicians and the angry fringe of the general public are wrong. Let me set the stage.

In this district, the secondary schools lost their ratings in May. No TPM, means that they have to face the harsh reality that there is more work left to do than they realized.

Then the high school principal was hired by another district.

Then the superintendent was removed.

Now, school begins in two weeks. The board is fragmented and current district and campus leadership is has the confidence inspiring titles of “Interim” and “Acting.”

According to the talking heads this is the classic recipe for low morale. But I haven’t observed that over the past two days. What I have observed is new leaders stepping up to make sure that teachers have the tools to start school successfully. And I have observed an entire district teaching core, dig into the mapping of curriculum (tedious, detail oriented work) to make sure that they are better prepared to teach this year than they ever have been before. I’m watching teacher share, collaborate and problem solve to make sure everyone is ready to go full speed on Day One. When the easy thing to do would be to wait, this staff is rising to the challenge. To a man (and woman) every one of them is doing their part to Lead Their School. I’m just honored that they let me and LYS be part of their team.

I can’t predict what their results will be at the end of the year. But I can promise you that it will better than the non-LYS district that finds itself in a similar situation.

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

Top LYS Tweets from the Week of August 7, 2011

For all of the hard work and support that district technology departments provided during the trainings that LYS conducted this summer (and we are very appreciative), they still make the daily use of technology difficult. Here were some all too common roadblocks.

Roadblock #1: Everyone has to have a password to access any computer. In not one case was a “guest” option ever made available. So if you didn’t have a district issued password (new hires) you just got to sit and watch.

Roadblock #2: Oppressive Internet filtering. I understand the need for some filtering. But blocking darn near everything for everybody is not the way to go. And no, I shouldn’t have to call someone to have a site approved. As a teacher, the second time I was blocked in a middle of a lesson, would be the last time I wasted my time using on-line resources in the classroom. And don’t try to claim that this is a lack of planning on the teacher’s part. Most planning occurs at home, where appropriate web resources are not blocked per standard operating procedure.

Roadblock #3: We found student computers that didn’t have Word (or any other word processing program) installed. If you can’t surf the web and you can’t create documents, just how are the computers being used by students.

Roadblock #4: Excessive control of district and campus Wi-Fi. Even though this is standard procedure in almost every district I visit, no one has given me an adequate explanation why this is the case. When the only staff that are able to use the Wi-Fi are the technology staff, we have missed the point for providing Wi-Fi on the campus.

But I’m not completely blaming the Technology Department entirely for this situation. If we as school leaders and teachers aren’t attempting to embed the use of technology in our classrooms, we don’t know these roadblocks exist. And if we don’t know they exist, we can’t ask (or tell) technology to fix it. So we all have to do our part.

A number of you in the LYS Nation are now using 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 August 7, 2011, as tabulated by the accountants at Price Waterhouse.

1. Congratulations to LYS Superintendent Bonny Cain!!! She is the new Chair of the Texas State Board for Educator Certification (SBEC).

2. I just watched a soldier with a full pack take the stairs two at a time instead of the escalator. Practice your fundamentals everywhere.

3. There is no shame in missing the mark. The shame is in the blaming, punishing and quitting.

4. Purposeful action and hard work is the recipe for overcoming adversity, not excuse making.

5. When I didn't have a penny to my name I never noticed the heat.

6. If "parent satisfaction" is the new justification for vouchers, then sadly, state sanctioned segregation is making a come back.

7. Retire/rehire would be less controversial if the rehire returned at the bottom of the salary scale and contributed to the retirement system.

8. If you have 500 freshman and 300 graduating seniors - I don't care that your formula says otherwise, you have a dropout problem.

9. Tonite's Run Thought: It is wrong to hold those down-stream responsible if those up-stream are not held accountable.

10. With redistricting, we have a version of democracy where rather than voters choosing representatives; the representative chooses the voters. (By FareedZakaria)

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

Teacher Nests - Part 3

To conclude yesterday’s consideration of “Teacher Nests,” we need to address the critical question, “So why exactly should one worry about a Teacher Nest?”

The answer is simple. There is an inverse correlation between the presence of a Teacher Nest and time spent in the Power Zone. Essentially, the nest keeps us away from our students. And every second away from our students distracts from the delivery of instruction and acquisition of knowledge.

That being the case, how does one (and all) go about combating the Nest? There are three simple strategies for combating nests.

First, have teachers take everything that they own home at the end of every year. This practice forces us to choose between getting rid of non-essential items or lugging them back and forth. Plus, it allows the custodial staff to deep clean the building over the summer.

Second, give teachers permission to not worry about decorating their rooms. When the culture of the campus is to make your room cuter than the next room, nests flourish. Have teachers focus their energy on planning instruction instead of advanced interior design. It is a more effective use of their time and is significantly more beneficial to students.

Third, encourage teachers to help each other de-clutter their rooms. When my “boss” suggests that I remove or change something, I have a propensity to feel and act defensive. My “buddy” can provide the same advice and suggestions and I have an easier time acting on said advice. It feels much less judgmental.

Warning: Here my warning to every school administrator who wants to address the issue of teachers nests. Walk the talk. Before you speak one word on the topic, de-nest and de-clutter your office first. And keep it that way. If you are unwilling or unable to do this, keep your directives to yourself.

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

A Reader Writes... (Teacher Nests - Part 2)

In response to the 7/14/2011 post “Teacher Nests,” a reader writes:

All right, I’ll do it. Since no one else will ask, what is a “Teacher Nest?”

SC Response

Of all the things I talk about, the topic of Teacher Nests cause the greatest consternation. Tell a teacher that the rigor and relevance of her instruction (very important discussion) is sub-par and she will ask you what she should do to improve. Suggest that a teacher has a Teacher Nest in her room (not very important discussion) and she will throw something at you.

The Premise: It is beyond refute that environment effects performance. So one should strive to create an environment that accelerates performance instead of creating an environment that derails performance. The “Teacher Nest” falls into the category of performance hindrance.

The Definition: Teacher Nests come in three basis categories.

The first is “The Fortress.” The fortress is where the teacher arranges her furniture in such a fashion that it walls off her space from the general classroom.

The second is “The Nest.” The nest is where the teacher’s desk and work area is one cluttered, disorganized mess. This mess often resembles a bird’s nest, hence the name.

The third is “The Spa.” The spa is where the teacher has gone overboard with providing herself with creature comforts. In the spa you will other find microwave ovens, refrigerators, coffee pots, numerous photographs, knick-knack collections, overstuffed chairs, etc.

Tomorrow, we will discuss why Teacher Nests are worthy of staff attention.

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

The 'Ol Ball Coach Writes... (UIL Disconnect - Part 3)

In response to the 8/5/11 post, “UIL Disconnect – Part 2,” The ‘Ol Ball Coach Writes:

Sean,

Just to clarify, the U.I.L. is governed by the State Executive Committee. This is a group of superintendents elected by their peers from across the state. The committee enforces rules and approves rule changes that will be placed on the ballot for a vote by all superintendents in the state.

Additionally, each school has a member (usually a principal) on the district executive committee that runs the extra-curricular actives of the district they are in. So, as you can see superintendents and principals govern the U.I.L. It is not the Coaches and Band Directors who are making the rules that are causing the distress of our readers, it is principals and superintendents.

SC Response

Coach, thanks for writing and thanks for the phone conversation that preceded your comment. Reminding me that athletics and academics are a partnership that works best when the principal is involved and can articulate his or her vision for the school was a welcome reminder.

Coaches understand mission, focus, communication, and victory. They are hired because they excel at this. If we (as administrators) aren’t equal to the task, we do our schools, our athletic programs and ourselves a disservice. From the Head Coach perspective, saying ”I’m the principal, do this because I said so” is as weak as him saying the same thing.

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