More What Does the Data Show

Recently, I was working with a new LYS High School Principal. We have just completed our first semester supporting her campus and we were reviewing mid-year progress. One piece of data that the principal was excited about was the reduction in the number of teachers who had failure rates greater than 20%. In the Fall of 2009, the campus had 11 teachers with a first semester failure rate greater than 20%. In the Fall of 2010, that number had dropped to just six teachers.

That is a dramatic 45% improvement!

But it begs the question why and how? So we dug a little deeper. On this campus, there has been a focus on improving the implementation of the Fundamental Five. So we created a PowerWalks report that compared the frequency of the Fundamental Five in the classrooms of the high failure rate teachers against the rest of the campus. What the principal was able to see was that the six struggling teachers are not miles behind the rest of the campus; instead they are 6% to 11% behind the campus. This is important for three reasons. First, it means that the six teachers are not hopelessly out of touch. And in fact, with a little extra direct support, they should be able to quickly close the gaps between themselves and their peers. Second, it illustrates how sensitive students are to even minute changes in adult practice. Finally, it drives home the understanding that student failure has less to do with teacher expectation and more to do with the quality of instruction.

How can you not love data?

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A Reader Writes... (Yes, I Know the Hours are Long - Part 16)

In response to the 11/11/2010 post, “Yes, I Know the Hours are Long – Part 5,” a LYS Principal writes:

SC,

You obviously touched a sore spot. When people reply this negatively, I always refer back to why we are in this business. I have always advocated doing whatever it takes to help the kids be successful, no matter how long it takes. When students beam with pride when I helped them be successful it makes all the time and work worth it. They will never forget your help, even when they are adults.

SC Response

You are dancing around my vocation / avocation position. If teaching is my vocation, much of my definition of success is egocentric. How much do I get paid, how much time off do I get, how much credit do I get, etc. A vocation is primarily an economic equation; in exchange for you giving me that, I will give you this. If the balance of the equation shifts in any direction, one side will immediately become dissatisfied.

An avocation is intrinsic equation. The product of my labor provides me with a benefit greater that the cost of my labor. When teaching is my avocation, success is defined by the success of my students (or in my particular case, the reduction of failure).

If teaching is your vocation, this does not make you a bad person or even a bad teacher. You just have to recognize that when the economic equation shifts, you are much more sensitive to this than your differently motivated peers. And when the economics cannot be changed, your complaints are as useful as complaining about the weather

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A Reader Writes... (Yes, I Know the Hours are Long - Part 15)

In response to the 11/8/2010 post, “Yes, I Know the Hours are Long – Part 3,” a Principal writes:

It's called grading at soccer practice, ballet practice, reading together as an example of someone enjoying a book, or like my best friends' mom said, "bury me in my natural position...behind the wheel of a car."

SC Response

As your examples remind us, effective teachers are experts at multi-tasking. Which is why dialogue is so important. When we work in silos, yes we have systems and routines, but there is no guarantee that they are the best systems and routines. I think that logically, we all understand this. But when we address our own systems and routines, one person is engaged in a logical discussion, the other an emotional one. Which is why as leaders, it is imperative that we repeat our message constantly. By doing so, we have a better chance of catching people after the waves of emotion have subsided.

The recognition of the logical / emotional components of difficult conversations also helps you better deal with people. If I miss the fact that the other person is in a different kind of conversation then I get mad and hold grudges. Recognize when the response is emotional and not personal and you will get more work of substance accomplished on your campus.

Think. Work. Achieve.

Your turn...

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An Open Letter to LYS Principals

The following is a timely reminder from Lesa Cain and Barbara Fine (former LYS Principals, current LYS Coaches):

TAKS writing is on Tuesday, March 1st. From January 18 to February 28 there are 30 days. Double and triple check your writing plan. 30 days will FLY by, so get on top of this now. Are you practicing revising and editing every day? Are your kids writing to a prompt every 3-4 days? Are your teachers conferring with students about the CONTENT and FLOW of the writing? Ask yourself if there is enough time in all classes - 30 minutes might be enough for some, but not enough for others.

There is not enough recognition and reinforcement for effort in any classroom, in any school. This is a critical piece for success, so what positives are in every class or grade level as you prepare for all tests? Get together and make a plan - do kids earn points for questions correct, stickers, etc. They should track their own progress and a celebration and feeling of pride for EFFORT is key.

As a leader the pressure you feel cannot flow to teachers and must NEVER flow to kids. So, you must also share the smallest successes with staff members - recognize their efforts too. You are on "camera" 24/7. What you DO is much more important than what you say, so make sure your words match your actions, especially in times of stress. We know, we know, when is it not stressful? :)

You guys are working incredibly hard - don't waste it by working hard on the wrong thing! Focus, plan, and stick to the plan. PowerWalks in specific classes will allow you to monitor and adjust your plan. We believe in you and your ability to lead your campus. Start to believe in yourself. You and only you must take action to get your plan in place. Let us know how we can help.

Lesa and Barbara

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MLK Jr. Day

When I started teaching, I worked at a primarily African American campus and the district, at that time, did not celebrate MLK Jr. Day. I asked my assistant principal (an African American) if we, as a campus, were going to do anything to commemorate the day.

What she told me has stuck with me ever since. She said, “We will honor Dr. King by making sure that our students are successful in school and successful in life.”

Whether you use today for celebration, reflection or preparation, remember that it is the public school and the public school educator that remains our country’s best hope for tolerance, equality and prosperity for all.

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Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 14)

In response to the 11/7/2010 post, “Yes, I Know the Hours are Long – Part 1 & 2,” a reader writes:

There are many reasons why many educators are putting in long hours during this time of educational reform. What I have found is that many educators resisted change when it was introduced either thru a workshop or faculty meeting. I have observed many make comments such as, "I will close my door and do what I know is best" or "I have been teaching 20+ years and they don't know what they're talking about."

Then there are those that changed only while they were being monitored and quit doing the new practices to go back to their comfort zone once no one was watching. Consequently, a majority of educators didn't change and now America lags behind other nations in many subjects. Couple that issue with the preventable school dropouts that occur because typical teaching practices do not include activities for different learning styles and it seems that we just keep digging a deeper hole for ourselves.

Furthermore, Lead Your School would not have been founded unless there was a need for fundamental practices to be implemented to improve education for all of our students. I wish I had thought of it myself! Unfortunately, we are now being bombarded with changes that needed to be implemented long ago and many of us are overwhelmed. We cannot continue to resist change - the World is changing and we will be left behind!

SC Response

When it comes to changing teacher practice, there are a number of reasons why so many teachers are resistant and cynical. And in the defense of teachers, a lot of this came about honestly. Mandates with no training; training without follow-up and support; trainers and leaders with no credibility and/or practical knowledge; and decision makers that haven’t spent meaningful time in the classroom in years force teachers to embrace a bunker mentality just to function on a day-to-day basis. Therefore, when you are dealing with a veteran staff, if you expect them to welcome your agenda with open arms and proclaim that you are the answer to their all of their problems, that is naïve.

You have to make a compelling case, you have to communicate like a broken record, you have to monitor and support, and (here is the really important part) you have to do this day, after day, after day. Or you have to carry a big stick and not be afraid to use it (which is yet another reason why veteran teachers are often cynical and distrustful). My point being is that you can’t wish, hope or tell “change.” You have to lead and manage change.

Next, those of us who are no longer in classrooms need to take a step back and realize that what we are asking teachers to do now, none of us had to do ourselves. We may have taught like teachers today in short bursts (though I wouldn’t bet money on it), but we were not required to sustain the effort. Here was the instructional mandate I operated under when I was in the classroom.

1. Teach your content.

2. Use this textbook.

3. Call the parent before you give a student an “F.”

4. Know that we will think less of you if you send too many kids to the office.

Here’s the new instructional mandate:

1. Teach at mid to high rigor, daily for extended periods of time.

2. Teach at mid to high relevance, daily for extended periods of time.

3. Teach on a mandated, accelerated pace.

4. Ensure that all of your students are successful.

Teachers have shouldered the bulk of the change in the work of education. Which is why the systems where leadership is actually engaged in instruction have been much more successful in this new era, than systems where leadership works on administrivia and leaves the business of teaching to teachers alone.

I’ll close with this, in terms of American schools vs. the schools of other developed nations, the glass is either half-empty or half-full. The American school is expected to educate, at a high level, everyone who walks through the door (still a work in progress). The other developed nations do not attempt do this. If you are a pessimist, this is a glass half-empty situation. Educating only the motivated and prepared is an easier job. And the overall performance ceiling of the motivated and prepared always appears higher. But our requirement to educate everyone at a high level makes us better understand our craft. It forces us to work harder and smarter in order to succeed. Plus, it creates a populace with both a wider and deeper education base. I view this as a glass half-full situation. Which is why I never advocate slowing down. What we (the LYS Nation) are doing right now is much too important to take a day off.

Think. Work. Achieve.

Your turn...

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