A Reader Writes... Reasonable Accountability - Part 4

In response to the January 14, 2016 post, “Reasonable Accountability – A Primer for the Texas Legislator,” a reader writes:

SC,

I totally agree with this.  Who will take up the gauntlet??

SC Response

Now that is the million-dollar question.

The “hold schools accountable” politicians are about weakening public education and public schools.  Regardless of their rhetoric and posturing to the contrary.

In the face of this very real political threat, the vast majority of pubic school educators have positioned themselves as anti-accountability proponents.

This leaves the public educators arguing the merits of reasonable school accountability a truly rare breed.

But I argue that the true public school advocate has to be a proponent of accountability.  But not the accountability that we have now.  Instead accountability similar to what we see in medicine.  We have to have processes to determine what works (as defined by student performance) and structures to ensure that every student is provided this evolving “what really works” instruction.

So at the very least, you and I will continue to beat this drum.  We’ll have to see who joins us.

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: American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations)
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Danielson Framework Alignment to the Observation Modules of PowerWalks

This is the conclusion of the series of posts addressing Danielson Framework Alignment. See the 10/8/2015 post, “Danielson Framework Alignment to The Foundation Trinity,” and the 10/9/2015 post, “Danielson Framework Alignment to The Fundamental 5.” 

Today I’m addressing the campus administrator concern of finding a classroom observation protocol that is aligned to the Danielson Framework.  The search is a short one because the objective, observable elements of Danielson Framework are already aligned to the PowerWalks Classroom Observation System.

As the reader will observe in the Danielson Framework / PowerWalks Alignment Summary, as teachers increase the frequency of the observable best practice in the PowerWalks Observation Modules, they are making measurable progress towards meeting or exceeding Danielson Framework instructional standards. In addition, the PowerWalks Systems has a customizable module to address the improved implementation of local instructional initiatives.

Domain 1: Planning and Preparation

Knowledge of: content and structure; pedagogy; learning process; student skills; student need; content value, sequence and alignment; instructional resources; learning activities; instructional grouping; aligned formative assessment design and use. 

Danielson Framework Alignment to PowerWalks
Module 1: Instructor Location	X
Module 2: Pupil Engagement	X
Module 3: Lesson Framing	X
Module 4: High-yield Instructional Practices	X
Module 5: Instructional Rigor	X
Module 6: Instructional Relevance	X
Module 7: Classroom Climate	X
Module 8: Local Observation Elements

Domain 2: Classroom Environment

Positive teacher/student interactions; positive student/student interactions; positive class expectations; student pride in work; effective classroom management; effective and appropriate student discipline management; safe and effective room set-up.

Danielson Framework Alignment to PowerWalks
Module 1: Instructor Location	X
Module 2: Pupil Engagement	X
Module 3: Lesson Framing	X
Module 4: High-yield Instructional Practices	X
Module 5: Instructional Rigor	X
Module 6: Instructional Relevance	X
Module 7: Classroom Climate	X
Module 8: Local Observation Elements

Domain 3: Instruction

Communicates with students effectively and appropriately; questions effectively and appropriately; provides engaging and effective lessons and activities; uses effective and appropriate multi-layered assessment and feedback; adjusts lessons effectively, as needed.

Danielson Framework Alignment to PowerWalks
Module 1: Instructor Location	X
Module 2: Pupil Engagement	X
Module 3: Lesson Framing	X
Module 4: High-yield Instructional Practices	X
Module 5: Instructional Rigor	X
Module 6: Instructional Relevance	X
Module 7: Classroom Climate	X
Module 8: Local Observation Elements

Domain 4: Professional Responsibilities

Maintains accurate student records; maintains professional relationships with colleagues; pursues professional growth; active participant in the school culture; responds appropriately to feedback; assists others in the profession; acts with integrity and ethics; advocates for students; complies with district and campus policies and procedures.

Danielson Framework Alignment to PowerWalks
Module 1: Instructor Location	X
Module 2: Pupil Engagement	X
Module 3: Lesson Framing	X
Module 4: High-yield Instructional Practices	X
Module 5: Instructional Rigor	X
Module 6: Instructional Relevance	X
Module 7: Classroom Climate	X
Module 8: Local Observation Elements

For those who want the entire document, contact Jo, at the LYS office.

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: The Fundamental 5 National Summit (Multiple Presentations); American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Danielson Framework Alignment to The Foundation Trinity

Recently, I shared the alignment of Lead Your School (LYS) processes and practices to the new Texas teacher evaluation standards.  Since then, LYSers in states that have adopted/adapted the Danielson Framework as the basis for teacher evaluation have asked if I would do a similar alignment for their use. 

OK.  But before I do, I just want to again remind all educators of the following:

BEST PRACTICE IS BEST PRACTICE!

For the teacher who infrequently implements known best instructional practice, he needs to get on the ball, because it is the right thing to do.  For the teacher working to increase the quantity and quality of known best instructional practice in her classroom, she is doing exactly what is expected and is on the right track with any evaluation system. 

From a leadership standpoint, the campus that is working to better implement The Foundation Trinity has positioned its teachers to be ahead of the curve in meeting and exceeding Danielson Framework standards.  As proof, and to alleviate the stress being felt by some educators, I share the following abridged Danielson Framework / Foundation Trinity Alignment Summary.

Domain 1: Planning and Preparation

Knowledge of: content and structure; pedagogy; learning process; student skills; student need; content value, sequence and alignment; instructional resources; learning activities; instructional grouping; aligned formative assessment design and use. 

Danielson Framework Alignment to The Foundation Trinity (Infrastructure & Tools)
Common Scope & Sequence	X
Short-cycle Common Assessments	X
High-volume Formative Classroom Observation
Danielson Framework Alignment to The Foundation Trinity (Critical Linking Practice)
Teacher Craft	X
Data Analysis & Adjustment	X
Leadership & Coaching

Domain 2: Classroom Environment

Positive teacher/student interactions; positive student/student interactions; positive class expectations; student pride in work; effective classroom management; effective and student discipline management; safe and effective room set-up.

Danielson Framework Alignment to The Foundation Trinity (Infrastructure & Tools)
Common Scope & Sequence	X
Short-cycle Common Assessments	X
High-volume Formative Classroom Observation
Danielson Framework Alignment to The Foundation Trinity (Critical Linking Practice)
Teacher Craft	X
Data Analysis & Adjustment	X
Leadership & Coaching	X

Domain 3: Instruction

Communicates with students effectively and appropriately; questions effectively and appropriately; provides engaging and effective lessons and activities; uses effective and appropriate multi-layered assessment and feedback; adjusts lessons effectively, as needed.

Danielson Framework Alignment to The Foundation Trinity (Infrastructure & Tools)
Common Scope & Sequence	X
Short-cycle Common Assessments	X
High-volume Formative Classroom Observation
Danielson Framework Alignment to The Foundation Trinity (Critical Linking Practice)
Teacher Craft	X
Data Analysis & Adjustment	X
Leadership & Coaching

Domain 4: Professional Responsibilities

Maintains accurate student records; maintains professional relationships with colleagues; pursues professional growth; active participant in the school culture; responds appropriately to feedback; assists others in the profession; acts with integrity and ethics; advocates for students; complies with district and campus policies and procedures.

Danielson Framework Alignment to The Foundation Trinity (Infrastructure & Tools)
Common Scope & Sequence	X
Short-cycle Common Assessments	X
High-volume Formative Classroom Observation	X
Danielson Framework Alignment to The Foundation Trinity (Critical Linking Practice)
Teacher Craft	X
Data Analysis & Adjustment	X
Leadership & Coaching	X

For those who want the entire document, contact Jo, at the LYS office.

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: The Fundamental 5 National Summit (Multiple Presentations); American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

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... (Teacher Stress - Part 11)

In response to the post relating to, “Teacher Stress – Part 9,” a reader writes:

“Speaking to the statement, ‘I don't see Central Office personnel as bullies. I often think they are disconnected from where the rubber meets the road and they are implementing in order to meet the state and federal guidelines and meet the demands of the board of trustees.’

I personally had to deal with one central office administrator and yes, it was not kind. I was a business person once at the top of my game. I think we do need to think about school as a business because that is what it has become. As teachers we are also meeting these demands that the state requires. And we also see the results of those demands on our students everyday.

As a compassionate human being we see more than the data; we see emotion, disappointments, tears from parents and students, self-esteem issues; happiness, success and health issues. Yes, it does get personal with some of us; whether it is a choice we make or not make; we still see ourselves as compassionate human beings."

SC Response
You almost wrote it, so I’ll finish the statement. We are in the people business.

To be successful in the people business we have to make a personal connection and we have to focus on the task at hand. Our students are expected to master certain things, by a certain time. That is the business. We also have to connect with our students to make things meaningful to them and to ensure that they meet their potential.

But here is where a bucket full of stress is generated. We now know that there are practices, tools, systems and habits that increase student performance. We’ll call this “Best Practice.” The sad truth is that our schools do a very lack luster job of consistently implementing “best practice.” This understanding is so commonplace that when I was recently briefing a Governor and a group of State Senators, the topic they were most interested in discussing was, “The Mythical Best Practices.” In their words, “It doesn’t matter what school we visit, we always see the same thing.”

What is sad is that I couldn’t tell them that they were wrong. But I was able to share with them a framework for fixing it. Then I showed them the data from LYS schools. There is a difference.

Everyone in the system can shoulder the blame for this implementation ignorance and/or failure, from our elected officials all the way down to the classroom teacher. But it is principals and teachers that are most culpable. This is because at the campus level we have the flexibility to deviate from the norm and implement best practice (even when the other campuses around us are not) and we are dealing with the actual student. We see first hand the near immediate effect of better teaching. And when someone points out that we are not getting it done, shame on us. That is because we should have known that fact and corrected it before anyone outside our campus had enough time to figure it out.

Think. Work. Achieve.

Your turn...