Reform Initiatives:
How to Cope -- and How to Manage
A MiddleWeb Listserv conversation
Ongoing initiatives in middle school can present a challenge
for teachers who must implement -- and keep up -- with them. Anne Jolly
asked MiddleWeb Listserv members to reflect on the number of initiatives
they are required to juggle and how many of them are supported by assessment
data. Reader responses dug deep into how initiatives can be managed, why
it is important to involve stakeholders in strategizing for initiatives,
and the importance of reviewing initiatives periodically to determine their
effects and the level of school support for continuing them.
Anne wrote:
Marsha asked a question about middle school software that prompted me
to wonder about the variety of initiatives that middle schools are involved
in. In working with middle schools, it seems to me that many of the most
"go getter" leaders -- those who really want their schools to
make a difference -- begin involving their schools in more and more initiatives.
Just looking at the list of programs and initiatives many are implementing,
I wonder whether the teachers can keep a strong focus on any one initiative.
I also don't see many schools collecting real data that give them valid
information for deciding whether these initiatives are making a difference.
I wonder three things:
1. What initiatives are YOUR schools implementing, and do you think that
your school is involved in "over-implementation?"
2. How do you think we can address the too-many-initiatives problem -- is
it is a problem? Would having a protocol for engaging school staff in sitting
down together and analyzing school wide initiatives (perhaps collapsing,
combining, and/or eliminating some) be a useful tool for schools?
3. Do we want to throw out ideas for what this protocol might look like
and make this a sort of MiddleWeb "from us to you" online tool
for schools?
Just brainstorming here - all alone. A dangerous process at best which often
leads to ideas that aren't worth the Cyberspace they're printed on!
What do you think about this one?
- Anne
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Brenda described a "Catch-22" situation -- too few or too many
initiatives. How do you establish a proper balance?
This year I have moved from a school that did, as Anne said, involve itself
in over-implementation of initiatives. Each fall we were welcomed back with
a new goal for the year (examples of initiatives: assessment, math focus,
trying something that you've never tried before, commitment documents).
Everything done that year remained true to the particular focus. Ongoing
professional development fed that goal and the buzzwords attached to the
goal became commonplace. Data collection was a major part of what we did
as well. We would pour ourselves into developing that focus only to be met
with a new focus the next September. It was difficult to continue working
on the initiative at hand when another one was introduced. Some (like me)
tried, others would see the initiatives as a yearly deal. Teachers didn't
feel they got a handle on one before they were asked to shift their focus.
By the end of last year I was weary from the four-year learning pace that
had been expected from me. I just wanted to "be" for a while.
I am presently at a school that does not have an over-implementation of
initiatives. They do not have a school-wide "anything" happening.
Individual teachers or perhaps a group of teachers may choose something
to implement but because it isn't discussed school-wide, there isn't much
power to it. Staff meetings never lean towards professional development.
The mechanics of running school tend to take over.
After four months of "being," I have to admit (and I never thought
I'd say this!) I am restless for a corporate learning initiative to be part
of. I want a clearly defined purpose and the training that goes with it.
No, I don't miss the changing initiatives, but I very much miss the challenge
and commonness of purpose that comes with overall school initiatives.
In a magazine this week I read a word I've never heard of before:
AFTERIMAGE
Scientists call it persistence of vision. Its what happens when you can
still see something after its physical cause goes away. It can stay in our
mind no matter how much we want it to disappear. I have an afterimage of
belonging to a large group of educators who are committed to progress and
implementation. It's in my blood and I can't shake it.
Being part of a school that quietly goes about its business is not as time
intensive and requires much less work from me, but it also lacks stimulation
or the possibility to make significant inroads in education.
So my question would be... how do we hit a balance between my two experiences?
How do we create an environment that promotes reform without burning out
the reformers? How can the "go-getter" leaders in our profession
move at a pace that feeds progress but guards "fall out" among
the troops?
- Brenda
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Cindy introduced two types of teacher -- the "go-getter" and
the "burnt-out."
Brenda, I was most interested in your thoughts! At my school, we begin
each year with a theme and the administrative staff tries hard to focus
on it all year. We hang a banner in the front of the school with our year's
theme and it is then placed in a hallway the following year.
We are always trying to motivate the staff and include professional development
revolving around the theme monthly (in house teachers and those from the
parish level). We have, as you mentioned, "go-getters", and I
have noticed some "burn-out" among them concerning the yearly
themes.
I have been trying to think of ways to change our method, however, I value
the idea of beginning each New Year with a new focus! Many of our former
focuses have been integrated into the daily operation of the school; however,
I can see the looks on some of their faces..." here we go again! Another
theme!"
I'll be interested to read everyone's opinion about this!
Cindy
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Trish described some of the frustrations she has experienced with school-wide
initiatives. And a cheesy book.
I have noticed that things usually follow in full circle. You know,
what goes around comes around. Perhaps our new theme will be "back
to basics 2E". We were thrown into a Middle School situation three
years ago. We had a new administration, new focus to make us a middle school.
We were not really sure of what middle school philosophy was so guess what,
no more staff meetings, we will have a course instead, one on middle school
philosophy. The first year we had no staff meetings, the second year after
many hardships and over 15 teachers leaving in the first two years, things
have become better.
I am hoping that any changes that your school is part of happens in a positive
atmosphere. It can make things so much smoother when teachers have a part
in the decision making process.
I could actually write a book about what not to do; however I feel many
of you have gone through the same process in one way or another. Now I know
why administration likes the book "Who Moved My Cheese" but that
is a whole other discussion.
By the way, that book was given to all teachers by administration the second
year of our Middle School Plan and I have decided that I am lactose intolerant!
-Trish
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Deb described a process that allowed educators in a school to take control
of initiatives by reexamining their purposes and value.
I wonder if our focus should be on where and how the initiatives are
developed. Perhaps if we had a more inclusive process at the start, we'd
have more buy-in over the long haul.
A colleague recently described an activity he'd seen where a staff broke
into small groups and listed all the initiatives they could remember their
school being involved in over the last 10 years. They then underlined those
that were still in evidence and crossed out those that had faded away.
Finally, they looked at those that were part of the ongoing culture and
developed a list of the reasons why these initiatives were still in place
and what characteristics they might glean from these successful models.
My friend said it was a valuable activity because some folks were feeling
burdened by tasks they weren't doing, but were no longer expected to do
and they were all able to approach the support of entrenched initiatives
or the advocacy of new ones on a level playing field.
- Deb
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Brenda felt that there is a need to feel a sense of closure to a given
initiative. Without this, teachers can feel overwhelmed.
I can believe that breaking into groups and listing previous initiatives
was a useful exercise. The fact that part of the exercise was addressing
initiatives that were "finished" is especially appealing to me.
To go through the action of retiring certain focuses gives closure for teachers.
One of the reason's we might feel overwhelmed is because we haul around
a list a mile long of what we need to be implementing. When an initiative
begins, it may be useful to put in place a point in time to re-evaluate
the purpose or relevance.
- Brenda
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Michelle agreed with Brenda.
Yes, Yes, Yes! We have to decide the context in which to put things...decide
what to take away because we are adding something. For me, I like to take
away managerial tasks for teachers and administrators and give those to
classified staff, so that our training can be utilized purposeful in implementing
initiatives to increase student achievement.
- Michelle
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Mary Anne responded to Deb's posting.
This seems like such a worthwhile exercise. Although I have only been
in my school for two years there are several things that were implemented
last year that have already fallen by the wayside. I might try this exercise
at a curriculum meeting and see what happens. I think it will give our staff
a very clear picture of the culture that is emerging at our school. Thanks!
- Mary Anne
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John asked Mary Anne to report back to MiddleWeb.
Mary Anne... If you try this, please give a detailed account to the
list of what happened! I think this is such a useful idea, and the more
we can share re: tips, "how-to's", "what happened's",
the better!
A big ditto for anyone else on the list that gives this a try.
- John
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Marsha, who's serving as technology integration coordinator in her district
this year, discussed the different types of initiatives that can take place
in a school.
This is a very interesting question. One that I've really been thinking
about for the last couple of days because I am always tagged as one of those
who is always pushing the envelope. And I think it is quite valid to ask
how do we keeping pushing ahead for good purpose, not just for the sole
reason of changing.
I think of initiatives coming from two places -- .something is going on
in my classroom that needs attention, and/or I realize that more effective
student learning options are available.
If something has been occurring in my classroom and I find out that others
are struggling with the same issue, then I think it's pretty easy for all
of us to band together and come up with ideas. Those ideas might be just
for our grade level, subject area and/or school. I see these types of initiatives
as being very grassroots and having widespread support because they solve
problems and the results are "seeable" in a classroom.
If something arises from outside the individual classroom context
and is a result of what we know about the changing landscape of educational
research, then I think it's much more difficult to garner support. That's
probably because teachers don't see a problem to fix and because adoption
of those initiatives could be very long-term. So the impact of change will
not be immediately obvious.
Philosophical change is the hardest to bring about and is long-term. I don't
claim to understand or to be an expert in understanding how and when you
always do these things. Sometimes it's pretty obvious.... for me, it seems
obvious that computers, the Internet, and technology are not going to disappear
from classrooms. So we need to bring about systematic change to understand
how to now incorporate this new teaching tool.
I would think these have to be the more carefully timed and orchestrated
initiative. You can't too much at once and culture shifting is tough, tough
work. It's pretty discouraging for the most part. But when it finally begins
to happen and people now think it was their idea...it doesn't get better
than that!
I would think a Director of Curriculum & Instruction would best handle
this regulating aspect of the school ecosystem. We don't have one of those
right now, so at times we try to do too much and everyone stresses out.
But I would hope that there would be a gatekeeper like that.... on guard
to move us forward and yet not too far too fast.
- Marsha
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Myrna spoke of the importance of involving teachers in identifying school-wide
initiatives.
Anne --
As I read your questions I said Amen to your comments about over-implementation.
We are not only working on a three-to-five year SACS (regional accreditation)
plan but have begun UBD, technology training, peer reviews of both student
work and teaching, a new math program in sixth grade, etc.
In addition, many teachers are involved in their own course work, not to
mention the day-by-day homework of the job. I believe that the teachers
must play a part in planning for change/implementation of new initiatives.
Only then will they truly commit themselves.
For example, the implementation of student led conferences in our school
was a smash success because the teachers could clearly see the benefit for
themselves and because after a brief overview, they took the project on
-- revamped it to meet their needs -- and implemented it. After one more
session these conferences will become part of the middle school culture
and set in place. When looking back I can see that I took the role of catalyst-and
then became the communicator to the parents.
Establishing a protocol for school initiatives would be a great idea. Perhaps
the faculty and administration could prioritize goals during post planning
in May-June and work plans designed. I'm interested in working on this with
you, Anne
- Myrna
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Anne responded to Myrna and Deb's ideas.
Myrna joins in suggesting that we might brainstorm a protocol for looking
at and managing high numbers of school initiatives. Deb reported on a school
that used this process.
1. The staff broke into small groups and listed all the initiatives they
could remember their school being involved in over the last 10 years.
2. They then underlined those that were still in evidence and crossed out
those that had faded away.
3. They looked at initiatives that were part of the ongoing culture and
developed a list of the reasons why these initiatives were still in place.
4. They determined what characteristics they might glean from these successful
models.
So - thinking about #1 and #2 specifically (how this process might begin)
- perhaps the staff groups could use a brainstorming protocol p; true
brainstorming, not just discussion - to accomplish #1. Maybe they could
post the initiatives on sticky notes rather than listing them on chart paper.
Then for #2, they could remove the sticky notes with the names of initiatives
no longer in evidence and that would leave them with a list of the current
initiatives.
I already have a question - What could determine if an initiative is in
evidence?
Does that mean that training and active staff engagement is still taking
place, or that the results are still being seen and felt, or that the initiative
has been institutionalized and continues to operate without additional support?
What percentage of the participating staff would still need to be involved
for it to be considered "going?"
Probably the staff would need to set their own criteria for this, but some
guidelines might be helpful.
- Anne
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Linda promoted the importance of administration and teachers working
together toward a common goal.
In response to the comments about initiatives:
As Professional Development Chair, I, too, am desperate for a school wide
focus that will actually cause change in classrooms that will result in
improved student achievement and a sense of collaboration and camaraderie
among faculty as we work together toward a common cause.
The missing element is too often "working together toward a common
cause." I have never experienced it and our committee is in the process
of lobbying for such a change within our district. Anything would be better
than nothing.
With that last statement, I must point out that that is not a valid answer
to the problem either. Unless the faculty understands specific student need(s)
behind the initiative and how the strategies to be developed and implemented
are connected to these needs, there will be no buy-in and no true, long-lasting
implementation. (Yes, time must be allowed for professional development
before implementation.) Teachers will go through the motions of the professional
development in-service meetings, write lessons and put on the show for the
administrator during evaluations, and then return to their old ways just
as we "studied for the test" and then "forgot it" afterwards
when we were in college!
Last week, our professional development committee was forced to decide on
a "focus" to be presented to the board without first reviewing
our options.
As a group we had assigned members the job of researching strategies in
three areas as determined from a K-12 teacher needs survey last spring.
The three strategy areas researched were literacy training (reading and
writing especially as they are needed for constructed-response assessments);
higher-order thinking skills and questioning techniques; and student motivation.
The supt. came to our meeting last week and said we had to decide without
first discussing the results of our research.
The resulting decision was to adopt a focus of "brain-based teaching."
I cautioned the group that this concept is broad and does not focus on specific
teaching and learning strategies that can be in-serviced and implemented.
The supt. suggested talking to a presenter who is versed in "brain-based"
strategies and have him design some professional development activities
for our 2-day back-to-school in-service days.
Does anyone have experience with "brain-based learning" and specific
teaching strategies that could be developed district-wide that would meet
the needs identified by the staff? I need your sage advice ASAP! I must
respond this week!
Thanks for letting me vent and seek your help!
- Linda
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Larry commented on a program of strategies that helped his school work
towards a common goal.
You might have your staff and district look into Reciprocal
Teaching strategies. This is not a canned program, but it provides common
strategies in all of the content areas so that students see familiarity
in the teaching strategies used in all of the classes.
We have had to work with the Reciprocal Teaching strategies for mathematics.
The concept appears to work in math as well as it does in other classes,
but it needs to be tweaked for math. I will let you know later in the month
because we are re-doing our RT training for the math people. The initial
attempt wasn't satisfactory. We brought some of our secondary math people
together to determine what RT needs to look like in math and still feel
like a common strategy to what the other content areas are doing.
There is research that says that learning achievement increases and stays
longer than other canned programs.
I hope so. It looks good for us so far as a district.
- Larry
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In her previous posting, Anne asked, "What could determine if an
initiative is in evidence?" Deb responded.
I'd like to hear what other people think about this. When I posed the
question, I was thinking about the time after the announcement and initial
mandate or endorsement. I was thinking about staying power, but realize
that that is only one way to look at it.
Some of the evidence or indicators that I'd look for would be the ability
for folks at all levels to explain the initiative and its expected results.
Can staff, students and family members explain the program, or do you get
the "deer caught in the headlights" look when you mention it?
Is there student and teacher work that connects to the effort or are there
just memos, banners and edicts?
How would others measure the staying power of an initiative?
- Deb
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Amy agreed with Deb and spoke of the importance of staff, students and
parents understanding the purpose of school-wide initiatives.
This really hits home for me. I don't think most of our staff, let alone
students and family members, can explain our initiatives. It's a difference
of it being on paper, but not embraced by us in our hearts and minds.
- Amy
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Then Amy introduced an interesting concept -- differentiated professional
development for staff.
Deb asked, "How can the "go-getter" leaders in our profession
move at a pace that feeds progress but guards 'fall out' among the troops?"
As I was reading this question, it occurred to me that we talk about differentiated
learning for students all of the time, but I wonder if we need to also think
about it as we are developing staff in our schools.
Models of professional development seem to be one size fits all, and especially
when new staff members are added, they miss out on the initial trainings
and are left behind by some initiatives. Maybe professional development
also ought to be differentiated? Maybe we should be asking what should our
teachers in this building be able to do?
- Amy
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Michelle, a former middle school principal, took Amy's idea and elaborated
further.
I really think this one of the secrets to growing a community of learners
in a school, and actually, if we really thought about it, would be the reason
for Individual (Teacher) Growth Plans -- which we have as a mandate in our
district -- to be completed by each individual following their evaluation.
However, in reality in most schools, people fill out these plans in groups
and check off that they've met the requirement to have one.
I can't say that I utilized the growth plan in this way as principal, and
I can't say that I knew what I was doing when I did it, but in reflection,
I can say that there are two keys to growing individual teachers: First,
knowing the teacher's strengths and perspectives and then putting initiatives
in the teacher's context -- "pitch where they can hit it," so
to speak. This allows each teacher to feel successful with some part of
the initiative, and they can succeed with it at the level at which they
are on.
The other key to is to cheerlead those successes and then nudge each person
to the next level, which means, again, that the leader must be visible,
must know the individuals and what makes them tick, must be able to articulate
the vision, the reason for the initiativesl and the reason why any adult
should change, on their terms.
It's the daily, continual conversations around student products and classroom
activities that truly create change. All of us can write a document that
supports change, but the follow-through and the conversations are what make
the difference and are the hardest to make happen.
All this said, I do believe that there should be some common professional
development opportunities for all school staff (the follow-up will be different
for each) and then there should be individual professional development opportunities
as well.
Our challenge is to not only think about different topics but to think about
how each adult learns best. If one learns better by visiting several classrooms,
we should allow that for professional growth. If one learns best by reading
within study groups and implementing the ideas through action research,
we should honor this method.
Does this mean more work for the leader? It means DIFFERENT work for the
leader, but it's high leverage work for change and results in classroom
practice. It also models for teachers what we really want them doing for
children -- truly knowing the child, recognizing their level and their strength
and using that knowledge, with a plethora of skills, to move the child to
the next level.
I used to get very frustrated when the same teachers would "fight"
initiatives at my school. Then I realized I wasn't pitching the idea where
they could hit it.
Basically, most of them weren't professional learners, so they didn't see
a need for change, even though today's students bring many different perspectives
to the classroom than they did fifteen years ago. So.... it should have
been my job to address these folks in a different way.
Just like it is the teacher's job to meet every child where they are and
take them to new heights, the principal has that job when it comes to teachers.
Yes, it's a new responsibility and accountability for principals, which,
consequently, creates a need for them to move the management needs aside
through delegation and do the REAL work that will truly change teacher behavior
that will positively affect teacher results.
I guess you can see, Amy, that you "pitched something where I could
hit it." I haven't written in a while, so this is the result! :)
Sorry it is so long, and I look forward to all of your thoughts.
- Michelle
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Anne summed up the thoughts expressed by Michelle concerning differentiated
professional development for staff.
Wow! What wisdom, Michelle! You've definitely hit the nail on the head
with regard to successfully implementing school initiatives.
To review part of Michelle's message: There are two keys to growing individual
teachers -- knowing their strengths and their perspectives and putting initiatives
in their context -- or 'pitch where they can hit it,' so to speak -- so
each teacher can feel successful with some part of the initiative, and can
succeed with it at the level at which they are on. The other key to is to
cheerlead those successes and then nudge each person to the next level,
which means, again, that the leader must be visible, must know the individuals
and what makes them tick, must be able to articulate the vision, the reason
for the initiatives and the reason why any adult should change, on their
terms.
Obviously, one major question to consider when schools engage in initiatives
is "Why are we doing this?" and "Is this the best approach
for accomplishing results?"
Another question might be "What strengths do individual faculty members
have that will help to make this initiative successful and sustainable?"
- Anne
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Amy responded to Michelle's posting.
Well said, Michelle, and I definitely agree.
I see the common professional development method at our school, but I am
not seeing the honoring (great word) or encouragement of the different
professional growth methods.
I think it's a tremendous task that probably needs a full time staff member
to pull it off effectively. We don't have a staff development person districtwide
that can tie together what's going on at each school. Each principal will
decide for himself or herself what trainings or meetings we do at in-services.
- Amy
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Deb added to the discussion on differentiated professional development.
I had a conversation with teachers last year about the need for differentiated
professional development. They were fed up with the "one size fits
all" approach that is generally the rule. I have facilitated and or
participated in the use of "Open
Space Technology" at a number of retreats or conferences, and think
it is one way to combat the status.
During "Open Space" the participants take responsibility for their
own learning and define the agenda. The first time it was described to me,
I was very skeptical, but it is a powerful tool and I have never been disappointed
in its outcome.
There's a book called "Open Space Technology" by Harrison Owen,
which describes the entire process. Have others on the list experienced
it?
- Deb
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Juli reiterated the need for administration to respect the thoughts of
teachers who will ultimately carry out initiatives.
Some of our discussion presupposes that administrators respect our opinions
and value our perspectives.
Also, schools have too many initiatives but isn't this a way to get funding
for different departments or content areas? I think I would rather see initiatives
than 1,000s of fund raising drives for any and all purposes.
A protocol for initiatives would be ideal since it could set out the criteria
and then could be used by a staff to prioritize. That is, as long as the
administrators respected the work of their staff. I find more and more that
they tend to be insulated and cut off from uncensored staff feedback. The
isolation is probably a result of their evaluation responsibilities, but
still....
- Juli
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Deb elaborated on some of Juli's ideas.
Juli has touched on a problem that I am grappling with this year as
an external coach. In some instances I have been hired by an outside funding
source to support a specific initiative, but when I try to engage in the
support work, I find a resistant or unaware staff.
While at first it seemed strange that folks would "sign-on" for
a program they didn't really want, it's now clear that the school wanted/needed
the equipment and or money which was attached, but wasn't necessarily invested
in the program behind it.
On the teacher side of the coin, I sense a feeling of pressure from the
top to "entertain" outsiders like me and pressure from me to do
whatever. Not a good situation, if you're hoping for empowerment and sustainable
change(s).
- Deb
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Michelle agreed with Deb.
Good point, Deborah. I really think we take shortcuts, to save teachers
the time it takes to create ownership of new initiatives, as well as the
time it takes for all teachers to read, and learn. Consequently, many times,
teachers don't even understand the "why" of the initiative we
are trying to implement.
Without that, why should they change?
- Michelle
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Anne presented a variety of interesting thoughts on how to re-evaluate
the relevance of pre-existing initiatives and the protocol for doing this.
Deb, you've hit the nail directly on the head with regard to teachers
and schools implementing initiatives to get "stuff" and not actually
following through. Teachers endure but don't adopt -- mostly because they
don't get follow-up support.
So, if faculties sat down together and examined the school initiatives,
determined what worked, what they wanted to keep and what they wanted to
"toss," then that might solve two problems.
(1) The teachers would get a more holistic picture of the school's directions
and take more responsibility for implementing initiatives.
(2) The administration would have a clearer picture at what teachers are
facing in trying to simultaneously implement initiatives in (for example)
learning styles, Talents Unlimited,
inquiry-based instruction, reading in content areas, Socratic Seminars,
and cooperative learning. That might lead to more coordinated approaches
to curriculum and instruction.
The protocol for looking at school initiatives still is a bit fuzzy for
me. Most faculty members will want to hang on to pet initiatives that are
important to them in their instruction. That's good, but the school as a
whole needs to fine-tune their focus. What key questions would faculties
consider in looking at school initiatives? I am thinking of questions like
this . . .
1. When did the school begin this initiative?
2. Who was involved?
3. What results did we observe?
4. Is the initiative still in operation, and if so - how widespread is the
implementation within the faculty?
Etc . . .
Then think of this -- what if we had a protocol for looking at new initiatives
to make decisions as a faculty. One of the first questions -- given today's
political climate -- which I'd ask, is:
How can we measure results in a meaningful way?
- Anne
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Marsha discussed the importance of convincing the stakeholders (those
who will carry out the initiatives) that change needs to happen.
I think what Michelle has said is true about the shortcuts. We sometimes,
in good faith, try to save our colleagues time and then it backfires. They
haven't gone through the thinking process and so they come to a different
conclusion.
Empowerment and sustainable change -- and I'm agreeing with Deborah -- will
only come if we can devote the time to create a reason to change.
- Marsha
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Marsha then voiced a number of questions, based on Anne's post about
an effective protocol:
Anne, I think your ideas have real value at a building level. It gets
at incorporating everyone into creating a common vision. That vision is
essential. Doesn't the holistic picture really back to our consideration
that the middle school reform efforts need to be ecological in scope?
My only question is, I would wonder how buildings would stay coordinated
within a district? I don't think it's always advisable for buildings to
go their own direction, even if it is worthy. I would want forward-thinking
buildings to help others to move along the continuum.
I don't think we can afford to leave pockets of the status quo alone and
because their faculty isn't composed of change agents. How can and should
what you've written about also address a building-to-building agenda?
I guess lots of my experience would say the district provides the critical
follow up piece. They employ staff development teachers that are pivotal
in helping implement the initiatives that are adopted. So while buildings
can and should tailor to their needs, it has to be inside a larger context.
Is that similar to what you've experienced?
- Marsha
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Ellen suggested that when teachers are kept out of the loop in regards
to analyzing data that will lead to change, teachers could get incorrect
impressions of inadequacy.
I know that principals, staff development folks, and central office
people often analyze data, research, and try to find strategies that will
"fix" whatever is broken out of a true desire to not only save
teachers the added burden of work but also to try to get an objective fix
on what needs to be done. Quite simply, it is less messy to analyze and
decide what's best with fewer people, especially when all the people are
on board.
Unfortunately, the result often feels as if you, the teacher, are being
fixed or considered inadequate.... even plain old "incapable"
of deciding what's best. Often, teachers feel powerless; like something
is being done to them and their input and unique perspective is not valid.
Yes, it's messier to involve a whole staff or department in initiative adoption,
but if, in the long run, staffs whole-heartedly embrace a new initiative
and put it into long-term practice, isn't the muss and fuss worth it?
Buy in is everything. Think of how we get the kids to buy into something
and how they act if we don't bother to get their input. Based on what I'm
seeing with my kids this year, it didn't go well until I gave them a real
voice and lots of choices about how to go about our business.
Kids and adults are not so different from each other...
- Ellen
----------------------------------------------------------------------
Michelle pointed out the benefits of involving all parties directly affected
by initiatives in the decision making and strategizing.
Ellen wrote:
Yes, it's messier to involve a whole staff or department in
initiative adoption, but if, in the long run, staffs whole-heartedly embrace
a new initiative and put it into long-term practice, isn't the muss and
fuss worth it? Buy in is everything...think of how we get the kids to buy
into something and how they act if we don't bother to get their input.
Based on what I'm seeing with my kids this year, it didn't go well until
I gave them a real voice and lots of choices about how to go about our business.
Yes, it is much messier, and it is valuable, and honestly, it is great
to do it with staff.
We do a lot of this in committee meetings or in content meetings, in lieu
of faculty meetings or in release time when we get subs. When, we do work
with staff through data, it is important to push the staff to think about
"what can be" versus "what is now," and to not allow
them to get into the excuses mode.
A powerful tool with this is to use the "Five whys," when looking
at the data. After the answer to the first why, the facilitator asks, "Why
is that?" Upon that answer from the group, the facilitator asks how
we can change that or why is that happening... So, as you can see, you get
to the root of the problem, not the surface issues.
Then, the group can work on finding research-based strategies that can be
implemented. After the plan is developed, it is then time to follow-through
and monitor its implementation around student achievement.
We do involve our staff and they do want input. However, it is our charge
to keep them focuses on student achievement, not adult issues, when focusing
on the data.
And, when we do this, we still have some teachers who will whisper under
their breath, "This is the administration's job...to look at the data
and tell me what to do." But, those are fewer and fewer each year.
- Michelle
----------------------------------------------------------------------
Mary Anne agreed.
Ellen, Michelle and all--
You are so right! If a staff does not buy in to an initiative, even a new
textbook, it will sit on the shelf until it collects dust! Most of the Comprehensive
School Reform Models will not even go into a school without a 90% buy-in
of the faculty and community. For them to consider it so important says
a lot.
We are trying to do some data driven decision-making within our classes.
Even simple things like pre-testing before introducing a new skill bring
us closer to using data in the classroom.
I think this is one area where the elementary folks are ahead of us. At
least in reading where they are using guided reading and running records
and reading recovery and the like.
- Mary Anne
----------------------------------------------------------------------
Deb asked Michelle to elaborate on how she prepared her teachers to use
data effectively.
Did you train your staff in ways to use data pro-actively? If so, were
there particular books you used? I have Data Analysis by Bernhardt
and Asking
the Right Questions by Holcomb. Are you familiar with these?
I think there are a lot of teachers, myself included, who get a headache
as soon as those packets of data and overheads get rolling. I need help
in my struggle to make the statistics meaningful.
Last year I was involved in a session where we figured out how many real
kids the statistics were talking about. We also broke the data down in terms
of which kinds of problems/questions the kids had trouble dealing with on
tests. This approach made sense and gave me an entry point in terms of my
instructional practice, but lengthy overviews just give me a headache, literally.
I'd also be interested in any ideas you have about sharing the data with
parents and students.
- Deb
----------------------------------------------------------------------
Marsha commented on the logistics of involving large numbers of teachers
in curriculum revision.
Ellen, I think you're right on target with your concern about teacher
involvement, and this is what I was raising.
But I don't know how to wrestle with the reality of getting hundreds of
teachers to go through the hours of in-depth research that a team of people
might do for a curriculum revision. I know there are over 980 science teachers
in our district (the elementary accounts for 650 of those) and to get all
of them involved at such a deep level would be logistically difficult. I'm
not saying that I don't want to, but how??
I had always thought that revision committee members would report back to
their buildings in meaningful ways.... but that isn't always possible. Often
you find that those who report back, even if they have a desire for interaction
and feedback, are met with a "yeah, yeah...just let us know when you
really decide something" attitude. So here's another place I think
we could work on how to strength communication lines so everyone feels a
part of the process.
I guess I would love to figure out what's the right balance between building
ownership (the most critical piece) and the system wide effort (which can
save teachers precious time and hopefully sort through some of the blind
alleys).
Let's keep talking. I'd love to hear what you think. This really, really
helps me. I believe and know everything you all are saying, but I think
we do have some real concerns to iron out too.
- Marsha
----------------------------------------------------------------------
In response to Deb's question about how data is analyzed, Marsha described
a data-driven decision that she was part of.
Data driven decisions are at the heart of the most effective or at least
the most well-received staff development efforts.
We undertake a technology self-assessment every two years. We then painstakingly
analyze the data from all 1700 teachers. Each building has a profile.
What's unique about the assessment is that we not only ask teachers where
they are, but also where they would like to be. And then we use our review
of best practices, where everyone is and where they'd most like to be to
guide our staff development classes. Consequently we revised our whole catalogue
for this spring session.
We re-wrote over 20 classes. And here's the most exciting part. We couldn't
keep the classes open. We'd open a new section and teachers just poured
in. We finally had to close our offerings because we just don't have enough
staff developers to teach everything. We still have about 10 classes that
we are developing and those should hit our summer set of offerings.
But I think the key was that we listened, merged that with what our overall
goals for technology integration and information literacy were and then
create staff development. We not only do these classes, but we come to your
building if that's better suited to a group.
Several of our buildings have gotten 10 or more teachers together and booked
us to customize a class to their building. We also do "camp-outs"
where I sit in a lab all day and people float in during their plan times.
We show specific techniques, but at the teacher's work site and during a
time that is convenient. Principals really seem to like this option as they
are able to meet their teacher's expressed needs AND to introduce them to
new things.
So I BELIEVE in data driven decision-making. Now if we (meaning our district)
could just figure out how to extend this to the entire curriculum.
I would hate to think that everything would just be tied to test scores....
do you think a broad instrument could be constructed or would it have to
be content area specific. I've been wondering about the strategies that
Marzano
talks about. Do you think these would be a good foundation for
a more global self-assessment tool?
Everyone: thanks for this conversation string. I go crazy sitting around
thinking about this stuff because most people I work with don't necessarily
think like this. And we are majorly cutting the budget, so everyone's doom
and gloom.
I prefer to escape the reality of job loss, if it comes to that, with working
towards a goal like this string has provided, all the way to my layoff.
So thanks for the breath of fresh air and hope that I will live to rally
the troops once again!!!!!!!
- Marsha
----------------------------------------------------------------------
Ellen shared the elaborate process that her district is following in
an effort to involve their teachers in choosing new textbooks.
I have been thinking about Marsha's logistical problem of involving
900+ teachers in the research process, and it so happens that I just realized
exactly how my district is doing this in my department.
We are in the process of adopting new textbooks for reading and language.
Smart folks that they are (which, in my district is a real first...), they
are chunking meetings by level -- middle school meets separately from others.
All LA teachers are invited to every textbook shindig, but only certain
people are piloting the books. All of us have a chance to become familiar
with the variety of texts, get sample copies of materials, and then forward
our feedback to those piloting and on the committee or to our content director.
I have my favorite, but whatever they eventually choose (with the benefit
of data across the district), I will be more open to because I at least
felt included.
As others think about involving large groups of teachers, perhaps you could
host volunteer sessions where teachers could (in some structured way) give
their thoughts for you all to consider? Many won't show if it's voluntary
and they don't get paid, and those who really care will feel as if they've
been given a voice.
It's when we're left out of the process entirely that I have real issues.
I also have issues with the lack of training and support (especially in
terms of materials) from the district to meet those expectations. For example,
we found out in an offhand sort of manner that all middle schools were supposed
to use the balanced literacy approach. I wholeheartedly agree with the strategy;
however, there has been no training, no explanation of just how we're supposed
to get enough books to support the program, not even any formal announcement.
(I found out by way of a last minute memo to the SIP committees.)
I can work it out--I am in the process of doing that right now, but what
about the other teachers in my department who have never even heard the
term? Suddenly they are supposed to be doing something no one has bothered
to introduce to them or give them training about.
And so, as test scores roll in with no change, the district will decide
that balanced literacy does not work with our kids, throw this model out
and adopt a new one in the same haphazard way they have done now.
- Ellen
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