When and How to Use Common Assessment Data

In a district that is beginning to implement an integrated and aligned common assessment program (a good thing for teachers and students) a principal was overheard stating emphatically he would not use any of the common assessment data until after the first semester.

That is well within his right. After all, it is his school. We (LYS) even warn school leaders not to expect too much from the early results of common assessments. But that does not mean that principals and staff should completely ignore the data. That would be the wrong thing to do.

Early common assessment data leads to the discovery of deficits in the overall "system" and/or instruction. It is important that leadership and staff engage in some problem solving after every assessment administration. That is the purpose of any formative activity. Otherwise, then of what use is the formative assessment (and process) in the first place?

Additionally, early assessments allow instructional leaders to assume and fulfill a coaching and facilitation role. To ignore this, is to abdicate a critical leadership responsibility. And if you are not coaching and leading, what kind of principal are you?

Think. Work. Achieve.

Your turn...

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A Reader Writes... (Morning Homework / Support Lab)

In response to the post, “Morning Homework / Support Lab,” a reader writes:

“Cain pointed this out to me a while back, and I must admit I was embarrassed to have not seen it myself. It is so incredibly simple, yet profound. When you have a captive audience, make the most of it.

In order to make this work it seems to me you need two things. One, you need teachers willing to volunteer or you have to be willing to assign these morning sessions as duty. The problem with duty assignment is, as Covey says, people volunteer their best. Of course you could come up with some financial incentives, but that will run into your second need.

Second, you need people who are intrinsically motivated to work with kids. Paying teachers may get them there, but getting their hearts and minds is another issue (of course this is true during the instructional day too, so this may be a non-issue). It seems to me you would not get much at all from adults assigned to this as morning duty.

And I suppose we can top this off with a third issue: the leadership had best be there too. You can’t lead from the rear, so if you ask others to be out front, be prepared to be there yourself. I think Cain is on to a good idea here, but I am fishing for ways to effectively implement this. Anyone?”

SC Response:
Again, LYS readers, chime in if you have some ideas.

First, like we discussed, don't beat yourself up because you can't see everything. No one can, hence the value of fresh eyes and external support.

Second, I think you may be over-thinking this. There are a couple of obvious answers. You could just schedule it as duty. I think there are staffers who would volunteer to come in early if they could leave early. I know I would have. I think another option would be to use counselors, department chairs and AP’s. With extra pay comes extra responsibility. But what I would do is toss this project to my department chairs. Empower them to schedule it, staff it and make sure it runs smoothly. After all, student success in their core area is their responsibility. And, if they don’t think it is their responsibility, you need a new department chair.

Third, I don't think that motivated adults is critical in the beginning. In fact I wouldn't even worry about it. Just make sure they show up and there are kids who need support. As the students respond and improve, so will adult attitudes.

Third, you are absolutely right. Leadership has to take an active interest in monitoring and supporting this. If we don’t, things will quickly return to exactly what we have right now – nothing.

This is the time to set this up, with implementation no later than the than the 3rd day of school. Some of you may wonder, “Who needs support by the third day of school?” How about every student who failed a class last year, every new student to the school, and every student who forgot to do their homework the night before, just to begin.

Think. Work. Achieve.

Your turn...

An Audience Member Asks...

An audience member from a recent “Be the Shepherd: What Every School Leader Should Know about Leading Change,” presentation that I gave, asks:

“Sean, I attended your "Be the Shepherd," workshop and appreciated the insights and rubrics you put before us. I am a bit confused on one point and hope that it is just because I missed a key part of the puzzle somewhere before, during, or after your presentation...as follows:

I originally decided to attend your workshop because of the title itself and my particular vested interest in "shepherding" as a key and critical model for successful leadership. I have taught from that perspective in the classroom, for non-profit organizations, and for administrator certification courses. I was hoping to broaden and deepen my understanding of this model. Strange that I only heard in the last minute of the presentation the urging to "be the shepherd."

As a communications instructor in my past, I know that the ear focuses on what the mind expects. If the ear doesn't hear the expectation the mind either becomes critical or absent. I was neither. However, can you explain the intent of the title as it related specifically to the presentation and is there another workshop that you offer which more specifically deals with the shepherding model as one for successful leadership?"

SC Response
I don't think that you missed anything. The presentation was meant as an introduction to the coaching and leadership practices and beliefs of the Lead Your School organization. We believe that there is a moral obligation that we have to fulfill, if and when we assume leadership roles. Or in other words, “Be the Shepherd.”

I also have been taught that when you present you should lead with your second best material and end with your best material. For the presentation that you attended, I wanted the audience to leave with at-least the awareness that their leadership is bigger that just their self interest, again, “Be the Shepherd.”

I think we are on the same page with the understanding that non-profit leadership can be significantly different from for profit and para-military leadership. John Maxwell does an excellent job of describing this when he talks of "Church Leadership." Coercion can only take you so far, or to paraphrase Covey, "volunteers" are more productive than "employees."

As far as your question of follow-up; every group training and individual coaching session that we lead focuses on the need to place the needs of others above self. For us it is as simple as this - that is what coaches and shepherds do.

Think. Work. Achieve.

Your turn...