St. Vrain Valley School District (Longmont, CO) Opens Educational Third Eye with Video Coaching

Leave a comment


September 6, 2018

St. Vrain schools have utilized iPads, authorized by a mill levy in 2012, to enhance teaching and learning through technology and improving the way students are taught with Edthena—a video coaching tool.

SVVSD’s initiation of iPads and the use of video coaching was an approved technology resource to better teacher practice. When first receiving iPads four years ago, the video recording function on the iPad was one of the applications they quickly considered using.

“If we don’t use technology to better ourselves and to hone our craft, then we’re going to be missing out on all the different ways that we can help students use technology to increase their knowledge and skills,” said Diane Lauer, Assistant Superintendent of Priority Programs and Academic Support for SVVSD.

That led SVVSD on a path towards exploring different options with a tool that was going to support their work and support their teachers. “If students are using technology to better their learning and to support their learning, and teachers are using technology to better their teaching, why aren’t we using technology to better our practice?” added Patty Hagan, Teaching and Learning Coach for SVVSD.

Before SVVSD spent any mill levy money, they gathered a group of teachers, principals, and parents from all across the district to have a series of meetings that became a learning technology steering committee. Its purpose became finding different ways students could learn. It developed into a process of looking at how they could meet the needs of not only students but also teachers.

“We looked at what was the best practice, in what ways can we use technology to help students become producers of knowledge, not just the passive receivers of content,” said David Baker, Professional Development Coordinator for SVVSD. “How do we help students learn more effectively? It wasn’t let’s go buy them a blank, it was how do we help students and teachers carry through the learning in ways that are more effective?”

SVVSD’s motto is, “Academic excellence by design,” striving for kids to graduate with skills that are going to be marketable for their future, and academic technology is a big part of that. “By investing in technology, which is going to last them, those skills to further their education, whether they’re going to take online classes in college, or they’re going to need to be able to use technology in any kind of job,” Lauer said.

Before they started using the camera video recorder on the iPad, most SVVSD schools used VHS cameras. The librarian kept it in an office and each teacher could check it out. Teachers could use it for a day, and possibly another teacher could use it the next day, an often long-winded process. With Edthena, teachers can operate it instantly. “You can see it so easily in so many different ways. You can share it flexibly. I can take it out of my iPad, put it on my laptop so I can really see it and think it, and I don’t have to get seven cords to plug it in. I can share it digitally,” Baker said.

This new school year, SVVSD welcomed 230 new teachers. Around 50 to 60 of those teachers are brand new. That’s where the district decided to break the ice and chart new territory with video coaching. The district wanted to help new teachers accelerate with confidence and receive as much feedback as possible in the process with matched mentors or similar types of teachers. “We’re not just using it with our first-year teachers, we’re also using it with our experienced teachers as a tool to facilitate dialogue and learning for both parties,” Hagan said.

Edthena has provided the ability for teachers to reflect on aspects of their teaching that they might not have seen before or would ever see. When watching video of the lessons they facilitate in classrooms, they have the ability to reflect on teaching practices and improve classroom instruction.

“By using Edthena, I am able to watch and rewatch lessons, pausing to think about strengths and areas of improvement for both myself and my students,” said Kelly Addington, 5th Grade Math Teacher at Longs Peak Middle School. “As a mentor teacher, I improve every time I watch video of someone else. I am constantly trying to grow and learn as an educator and peer observation allows me to borrow ideas from other teachers and implement them successfully into my own classroom.”

Edthena allows teachers to jump to specifically marked areas in a video to show students their performance, including verbal and non-verbal communication during group projects and presentations. “When students see their own behaviors, it helps clarify what they are doing well and where they need to improve within their group roles and responsibilities,” said Sherie Dike-Wilhelm a Literacy Teacher at Columbine Elementary. “Even with years of experience, and eyes in the back of my head, videos always capture information that I otherwise might have missed.”

Through SVVSD’s induction program, teaching and learning coaches assist new teachers by partnering them with a mentor. Teachers continue through coaching cycles, and video coaching is part of those cycles. Typically within one coaching cycle, they have recorded themselves a minimum of two times, and there is an opportunity for three to five videos to be passed back and forth between teachers. Mentors will ordinarily engage in three coaching cycles per year with new teachers.

“That’s just one cohort of teachers that use the tool. We also have teachers who are using it with a colleague to reflect on their own practice,” said Karen Smith, Teaching and Learning Coach for SVVSD. “People are initiating, and self-initiating as well, with other cohorts across the district.”

SVVSD also teaches professional development classes and have built a video requirement into those classes for the application of learning. “I have a classroom management class where teachers are required to video the implementation of certain strategies for their self-reflection,” Hagan said. “It’s really for them to reflect, and we guide them in reflecting. It’s an opportunity to take that learning and apply it to the classroom, and demonstrate learning through that.”

Teaching and learning coaches also pair the video observation protocol with other tools and resources across the district. They pair the video with a certain type of content and focus on a particular element of instruction. For example, they have a new math curricular adoption happening in every elementary classroom across the district. “Teachers now have the opportunity to pair video with this tool so that they can observe themselves teaching this program, and they can see what their instruction looks like with this tool,” Smith said.

With the iPad app, malfunction has virtually become an obstacle of the past. Teachers, mentors, and coaches can re-record immediately afterward if an unfortunate mishap were to occur. “I had one video that didn’t work well, because when I was videotaping I put my hand over the microphone. There was this great video with no sound. Well, that was easy to fix, because that was user error. We knew right away it didn’t work,” Baker noted.

Although some school districts currently record teachers for the entire duration of a class, SVVSD does not have any future plans to do so. “That’s cumbersome. That almost makes it like, ‘I don’t have a choice. This is forced upon me, done to me as a gotcha.’ It’s our goal that we really want to shift the perception from gotcha to this is about you, this is about your own growth. That’s where it has to grow organically,” Smith said.

The camera isn’t always on the teacher during the video coaching session. Some of the best feedback teachers collect is when the camera is turned on the students to discover what they are learning. “We have to be responsive to where our students are in the world that they’re living in,” Smith said. “If I’m a high school teacher, I need to be responsive to that. I need to start learning about the tools that technology or that this iPad or that this phone has to offer. As an office of professional development, we need to be responsive to that as well. As the tools continue to evolve, our use of those tools evolves with that as well.”

Most parents can remember when they were students, when the principal or supervisor sat in on a class, watched quietly, and scribbled listlessly on a legal pad. That still happens. SVVSD’s biggest hope when they started video coaching four years ago was that teachers would get used to videotaping themselves to establish a habit that could be used throughout their entire career. “They did that on their own, and they didn’t have to wait for me to show up in their classroom,” Baker said.

SVVSD places confidence in the concept that video coaching has the power to help teachers accelerate their growth, as opposed to teachers that do not use video coaching. “It can be really, really empowering,” Lauer said. “Everybody wants to be the best that they can be. Video is something that surgeons use to reflect on their practice. Athletes use it, whether it’s basketball, or golf, or baseball. People, they watch their swing over, and over, and over again. They can tell if their shoulder is in the wrong place. They can tell by their stance. As education professionals as well, to be able to have that kind of technology to help ourselves improve is exciting. It is groundbreaking technology.”

Many teachers coming in from different universities and colleges already have experience videotaping themselves while teaching, as well as plenty of other teacher-prep programs. “As technology continues to evolve, so do the norms around using technology,” Smith said.

Educational technology has come full circle. It isn’t uncommon for students in college courses these days to sign in on their computer and interact in a virtual classroom setting with other students and teachers.

“Our memories fade. Video is concrete. It lasts,” Lauer said. “That doesn’t mean you want to videotape yourself every single day, all the time, but when you have a question and you are wondering. It’s just another eye that you can use to help you reflect.”

Advertisements

What Schools Can Learn From Google (Spoiler: It’s Not What You’d Expect)

Leave a comment


Talia Milgrom-Elcott Contributor

Mo-Yun Lei Fong, Director of Google Technical Solutions, co-authored this article.

It’s Management 101 that employees need to be inspired to create services and products that are relevant and effective. Identifying the workplaces that do the best job of keeping employees inspired, motivated, and productive has become a cottage industry. There’s a reason for that, and it’s not just to give out blue ribbons.  It’s because places that are great to work in return the greatest value to their shareholders, employees, customers, and communities. Feeling fulfilled and supported at work leads employees to go the extra mile to deliver on their mission, whatever it may be, and that translates into great outcomes.

Yet, one of the American workplaces with the most to learn is, ironically, public schools themselves. Too few schools prioritize employee satisfaction, failing to recognize the link between it and customer value. In other words, they fail to see how fulfilled and supported teachers lead to better student learning and growth. In too many schools, teachers don’t get the right kind of support to flourish. If the teachers at your kids’ school aren’t flourishing, you can bet that your kids aren’t either.

There’s a lot that schools can learn from the companies that do this best, and Google regularly ranks at the top. One of us runs a national network focused on STEM education, and the other is a 12-year veteran at Google and was a public school assistant principal and teacher for four years. Together we thought we might share some lessons from Google that schools can adapt and put into place to improve student learning by focusing on the experience of teachers.

  1. Leadership Matters

Google ran an “uncontrolled experiment” in 2002 that offers insights for those hoping to foster strong school culture. They got rid of all managers. But like a conductor-less orchestra that slowly veers off-beat, it turned out that teams needed managers, because they set the culture, decide who comes into the organization to be part of that culture, and determine who and what is prized or valued within that culture.

Within schools, principals play a similar role. But in too many places, principals are treated like middle managers with too many direct reports and too many responsibilities in too many domains, and what little flexibility or support they get is rarely devoted to nourishing healthy cultures for the professionals under their wings. Leading non-profits like New Leaders understand this, as does USHCA, a non-profit advising districts on their talent portfolios. The most important support principals can get isn’t pedagogic, and it isn’t in business practice: It’s in creating environments in which the experts – teachers – can thrive.

There is already strong evidence that support from principals is one of the most important factors in predicting whether teachers stay, and it’s especially important for minority teachers.  Laszlo Bock, former SVP of Google’s People Operations details the eight essential attributes of what makes a good manager in his book Work Rules, including the ability to be a good coach and empower teams.  School leaders who co-create the school environment and culture alongside their teachers will have the highest chance of achieving a successful outcome.

  1. Empower Teachers to Experiment in the Classroom

What does thriving look like in the 21st century economy? The most attractive and successful workplaces don’t tolerate failure. They encourage it. Astro Teller, CEO of X (formerly Google X), who has led efforts from balloon-powered internet services to self-driving cars, often talks about innovation and improvement being reliant on the ability to fail fast.  Google also support the culture of 20% projects, where engineers have the opportunity to tinker with projects that are not core to their daily roles, but may lead to greater innovation – case in point: this was how Gmail was born.

Granted, when it comes to students, we need to be able to experiment and fail by creating safe spaces to carry out those experiments – understanding our risk tolerance and when to stop if the outcomes are not producing great results.  But neuroscience has long shown that the brain is elastic, and simply believing that improvement is possible yields greater growth. We should encourage our teachers to change – or adjust – their mindsets, as studies have shown that when math teachers change their mindset about which students can succeed, student grades increase dramatically.

Authentic growth demands experimentation, and experimentation goes hand in hand with failure. Yet schools are not places where teachers are empowered to experiment or encouraged to fail and learn. Celebrate failure, for students and teachers alike. Chandra Byrd-Wright, a principal at a Chicago-area school, speaks here about the importance of fostering such a “growth mindset”—and there are useful tools developed by Achievement Network that can help schools rethink their approach to learning and continuous improvement.

  1. Give Teachers the Time to Collaborate and Improve Their Craft

At Google, a hallmark of the company culture is the level of collaboration. Even the buildings and workspace layout are set up to facilitate chance conversations and increase opportunities for “watercooler” encounters. The décor is bright and colorful full of whiteboards and long tables that invite everyone to gather around and brainstorm together.  Each conference room is outfitted with video conferencing units and projectors so there can be real-time discussion and document editing. It only takes a few minutes to generate and start refining ideas. Even without the expensive gadgetry, schools can embrace similar approaches.

100Kin10’s analysis of the biggest reasons people leave teaching – or don’t choose to teach in the first place – found that time for collaboration and professional growth during the work day are among the most critical issues. Indeed, teachers confirm that they lack time for their own professional development and do not have sufficient opportunities to collaborate with other teachers.

Making time for collaboration and professional growth isn’t something reserved just for Fortune 50 companies like Google. Schools in Japan and Sweden build time for teacher collaboration into the school day and put budgets and time behind teachers’ professional growth. Public Impact has created a model they call Opportunity Culture that helps any school create teacher leadership and growth within existing budgets. Creating a collaborative environment has even been shown to help lower teachers’ elevated stress levels. The models are there, and our schools and school systems can choose to make this a priority and allocate the necessary resources to make it happen.

  1. Give Teachers the Tools to Succeed

If you work in a high-performing environment, you don’t even think about having the tools you need to do your work. Phones, laptops, and tech-enhanced meeting spaces are the floor, not the ceiling. But if you’re a teacher, those kinds of perks are practically unheard of, and too many lack even fundamental supplies. Only one third of adults believe teachers currently have the resources they need to provide a quality STEM education, and for good reason: Ninety-four percent of public school teachers in the United States reported paying for supplies without reimbursement in the 2014-2015 school year.

At the end of August, DonorsChoose.org, a crowd-funding platform that helps teachers nationwide buy supplies, tallied nearly 14,000 projects requesting basic classroom supplies like copy paper, notebooks, pens, and pencils. Last year, there were 70,000 of these projects, coming in at about $9 million. That number might seem big, but it’s a rounding error on the $620 billion spent annually on public education. The lack of these basic supplies stings, and it’s a one of the primary reason teachers leave. It’s no surprise that pictures of shoddy textbooks or broken school chairs went viral on social media during this spring’s teacher protests.  Considering that each time a teacher leaves, school districts spend more than $20,000 on average to bring on a new one, it’s clear that the return on investment for adequately resourcing teachers is very high and would pay for itself even if it only slowed the rate of teacher attrition.

It goes without saying that there are many key differences between working at Google and helming a classroom or school. But we believe that all organizations can foster an environment that supports and champions everyone’s learning, creativity, and collaborative spirit.  That alone will yield dividends for students.

We can’t just wave a magic wand and make schools a great place to work.  Ingrained structural barriers may seem insurmountable, but parents, advocates, funders and administrators all have a role to play in changing a school’s environment and operations and addressing unexpected and complex challenges.  Finding common ground starts with asking the simple question, “how we can make schools more supportive and compelling environments for the adults who work there?”  The evidence suggests that once those elements are in place, a cascade of benefits for teachers and students will follow — the proverbial snowball down the mountain.

Talia Milgrom-Elcott is the co-founder and executive director of 100Kin10.

Mo-Yun Lei Fong is the Director of Google Technical Solutions. Previously, she was Director of Google’s K-12 Education Outreach, which endeavors to inspire girls and under-represented minorities to pursue studies and careers in computer science and other STEM fields.

The Greatest Lesson in Life from the Commencement Address Never Given

Leave a comment


I remember starting my first job as a systems engineer on an aerospace project. My new boss gave me an unusual assignment on my start day. He wanted me to tell him what “E = mC(squared)” and “You can’t push on a rope” meant.

As part of figuring out the answer he said to first ask anyone you want in the department for advice or insight. Of course, I thought he just wanted me to meet everyone on my own since I already knew the answer to both questions.

It turned out I was wrong on all parts.

Here’s what I told him when we met for lunch in the cafeteria on the third day of my first job.

“E = mC(squared)” While I got the scientific principle right the bigger purpose was to understand how this relates to the real world of product design given competing constraints on functionality, time, cost and manufacturability. The lesson: It doesn’t matter how smart you are if you lose sight of the big picture.

“You can’t push on a rope.” I thought this one had to do with strength of materials, some kind of force diagram and one of Newton’s laws. But it turned out to be about human nature. The lesson: The most important part is that you can’t push the people involved to do what you want them to do despite overwhelming analysis or engineering evidence. You have to understand their needs first.

I learned later that Zig Zigler said it more eloquently, “You can get everything in life you want if you will just help enough other people get what they want.”

That’s a principle everyone needs to apply to get ahead regardless of their age or their job.

Here are a few other useful life principles I learned early on in my career.

In my first engineering design class the professor showed a picture of a bridge across some river that didn’t meet perfectly in the middle. There was a six-inch offset. The professor started by saying that in this course you’ll learn how to ensure this will never happen to you. Planning ahead was the big lesson. Thinking of the consequences of your actions was the more subtle point. Stephen Covey’s “Begin With the End in Mind” pretty much sums it up. While this stuff is easy to say, it’s hard to do whether you’re building a bridge or figuring out how to just get through the day.

Persistence overrides intellect. In most of my engineering classes the answers to the problems were given. My non-engineering friends thought this was too easy. I thought so too until I was given one very complex problem to figure out. It took me all night and a lot of trial and error to get the right answer.

There were a lot of lessons learned that night. The obvious one: Getting the answer right was secondary. Figuring out how to find the right solution was the purpose of having the answer given. A lot of smart people gave up too soon. That’s when I realized that persistence is far more important than intellect.

Some similar things happened a short time later as an intern and during my first full-time engineering job. I was assigned two very complex technical projects. In each case there was an initial 2-3 weeks of total confusion. It was clear I was going around in circles, over my head and an abject failure. After stumbling about, talking with people and thinking about the problem from a totally different perspective, the fog starting lifting. Soon a solution emerged. In both cases it took a few very uncomfortable weeks to go from nothing to a potential solution. Of course, getting the actual solution took a lot longer but that was the easy part. The lesson learned again: It’s okay to be confused but it you keep at you’ll figure out what to do.

I learned later that Winston Churchill said it much better, “Never ever give up. Never!”

But that wasn’t the big lesson in all this. By not giving up too soon you build confidence in yourself to take on any project as long as you can figure out a solution and create a vision of where you’re going. As a result I then started volunteering for projects and positions over my head and even asking for promotions in different departments. And I got them by selling the vision to others and getting them to see how this would personally benefit them. This got them to be allies not foes and they became proactively involved in ensuring we were all successful.

The real lesson is that true confidence is contagious. But you need to struggle a lot before you develop it in yourself. So look for some struggles to tackle. A lot of them. And never give up despite how easy it might be to do. I’m not sure, but maybe this is how leaders are developed, too.

Data-driven decisions require CIOs to help educators interpret and organize vast amount of information

Leave a comment


When it comes to data analytics, Maribeth Luftglass,CIO at Fairfax County Public Schools in Virginia, focuses on ensuring privacy of all student data. And, she adds, it should be a top concern for all CIOs. (Photo: Donnie Biggs, Fairfax County Schools)Just a few years ago, CIOs—if they were involved in data analytics at all—would run a report, export it into an Excel document and create a chart or a graph to share with teachers and district leaders once a week, or at the end of each semester.

Now it’s all about creating systems that aggregate and sort data automatically, making it easier for educators to view crucial information every day.

“The CIO is really becoming more of a leadership position,” says Elizabeth Dabney, director of research and policy analysis at the Data Quality Campaign. “It’s not just an IT role—it’s having a very broad vision and a good understanding of the value of data in supporting education goals at the district and being able to communicate that.”

Since creating its first custom data dashboard in 2014, Sun Prairie Area School District in Wisconsin has been in a constant push to develop easier ways for educators to analyze data pulled from all of its schools.

The district used to rely on the state’s WISEdash system, which is a data portal that uses “dashboards,” or visual collections of graphs and tables, to provide multiyear education data about Wisconsin schools.

But it was barely used, because it didn’t allow schools to really drill down into detailed data. So the Sun Prairie district joined a data consortium of local districts a few years ago and has been creating different custom dashboards with the help of a software company.

The most recent project: An early-warning system that identifies students at risk of not graduating high school. The system feeds data from 12 indicators—including attendance, grades and discipline—into an easy-to-use program so educators can provide extra support to at-risk students as early as middle school.

Educators would previously look at the risk indicators individually in WISEdash. The new system overlaps the data to show which students are most at risk.

“What we’ve seen is the need to get data into the hands of our teachers, and get that into their hands in real time so they can use that information for decision-making on an almost daily basis,” says Michael Mades, Sun Prairie’s director of technology.

Sun Prairie’s data transformation reflects changes in the day-to-day roles of CIOs and CTOs in many other districts. “I am not someone who is allowed to be in the background making sure that our infrastructure is working—that isn’t my job anymore,” says Tony Spence, chief information officer at Muskego-Norway School District, also in Wisconsin. “It’s on a much higher level. I spend most of my time making sure the data systems we have reflect the needs of the district.”

So how do CIOs keep up with the changing demands? Here’s what four CIOs and CTOs had to say about how data analytics is changing their jobs—and their districts.

CIO as data interpreter

CIOs say their role is increasingly that of a data interpreter—someone who bridges the gap between the technology department (or product vendor) and the academic and operational branches.

Mades, at Sun Prairie, says he speaks two languages. In meetings with principals, he talks in academic language about the kinds of data that can be generated to improve student achievement, for example. Then he goes back to his IT team and, in much more technical language, discusses the systems needed to track and analyze that data.

Mades is a member of both the academic and operational branches of the district, meaning he keeps tabs constantly on how every department uses data. “Part of my work in the meetings is to listen to what their needs are and then help our data system support those, whether that’s building new dashboards or modifying some of the reports,” Mades says.

Because Mades understands the problems leaders are trying to address, such as behavior, he can provide better analysis.

For example, if misbehavior reports increase at a school, he can help a principal determine if there’s a buildingwide issue or if the problem is limited to specific classrooms or teachers.

For Dane Conrad, director of technology at Hattiesburg School District in Mississippi, interpreting data involves working with the district’s academic evaluation specialist to determine what data should be collected and analyzed. He then turns to his vendors to identify programs or products that meet the specialist’s needs.

On a different day, he might help schools take better advantage of existing data—for example, showing them how to track and identify trends in teacher or student absences.

CIO as data visionary

Because systems change so quickly, analyzing systems is a task that requires being something of a data visionary. And it means understanding how data supports current district goals, and then thinking about what information its educators will need in five or 10 years.

Many CIOs are shifting their focus from managing district data servers and applications in-house to seeking out third-party vendors and cloud-based systems that automate analytics for them, says Tracy Weeks, executive director of the State Educational Technology Directors Association.

For CIOs who don’t have time to develop relationships with vendors that can provide analytics services, Weeks suggests teaming with neighboring districts to seek out the best products via consortium procurement agreements.

When looking for new products, Conrad from Hattiesburg relies on an email Listserv for district technology leaders in the state. He also finds ideas from Linkedin and technology conferences.

Even if the end goal is to automate analysis—when data from different areas, such as attendance or behavior, is merged in ways that educators can easily access—selecting the right systems involves hands-on work.

“We want somebody who used a product, preferably somebody who has had it for a while, that can tell us their experiences and how the product fits into their flow and make sure their flow matches our flow and our needs,” Conrad says.

CIO as trainer-in-chief

cCreating ways for teachers and administrators to study multiple kinds of data has opened up the problem-solving potential of analytics, says Rich Boettner, chief technology officer at Hilliard City Schools in Ohio.

But it’s also created a new role for CIOs: trainer-in-chief.

It’s important to make sure educators who may not have a background in analytics can use the information in meaningful ways, Boettner says.

Spence, at Muskego-Norway schools, trains teachers, academic coaches and certified staff during summer breaks and throughout the school year in how to use data systems and understand the numbers. Before CIOs can plan training or make sure data is being used effectively, however, they also must have a deep understanding of the data and how it supports district goals, Boettner says.

Boettner points to several main sources for professional development for himself and his staff: product vendors; internet resources, local and state networks for technology leaders, and conferences like ISTE.

CIO as silo regulator

And finally, after administrators understand how different departments use data, such understanding can help reduce or eliminate the data silos that exist within many districts.

At Muskego-Norway schools, Spence relies on a building-by-building plan that outlines how each school site is working on the district’s continuous improvement goals and which data will be used to support which efforts.

The plan gives Spence a clear understanding of what data each department collects, so he can ensure the systems are kept timely and up-to-date.

“Without the data plan it would be stabbing in the dark,” Spence says. “Instead we have a very specific goal about where we need to be.”

School-Leader Standards to Get More Revision

Leave a comment


Amid sharp criticism from experts and practitioners in recent weeks, a key set of professional standards that guide the training and professional development of the nation’s school leaders will now explicitly address equity, social justice, and ethical behaviors. An  was chided for downplaying the role of principals and other leaders in addressing those issues.

The about-face is a departure for the Council of Chief State School Officers, which owns the copyright to the standards and is partnering with the National Policy Board for Educational Administration to revise them. It also follows a 19-day public comment period in which nearly 300 people provided feedback in an online survey and others submitted written responses to the CCSSO.

When a draft of the seven standards was released last month, Chris Minnich, the CCSSO’s executive director, defended them against critics, saying that social justice, equity, and ethics were addressed in the document’s introduction and embedded throughout the standards. Mr. Minnich said at the time, however, that the CCSSO was open to revising the benchmarks based on feedback from the field.

The standards, known as the Interstate School Leaders Licensure Consortium standards, set the benchmarks for what school leaders are expected to know and do. They are used across the country to help guide leadership preparation programs, including those for principals and superintendents. They are also used to set policies and regulations around school leaders’ hiring, evaluations, and professional development.

Multiple Drafts

Equity and cultural responsiveness had been a discrete standard among 11 that were part of a September draft issued by CCSSO. Under that standard, principals were expected to advocate for children and families, attack issues of student marginalization, deficit-based schooling, and limit assumptions about gender, race, class, and special status.

So when CCSSO released its May draft, the removal of that standard caused strong pushback in the education leadership community, especially given the ongoing national conversation about poverty and race and the shifting demographics in American public schools to a student body that is increasingly nonwhite, low-income, and in need of English-language instruction. School leaders are also responsible for creating safe and welcoming learning environments for students who are lesbian, gay, bisexual, and transgender.

Without explicit standards to address equity and social justice issues, leadership training programs would graduate students “without ever challenging them to be aware of their own presumptions around race, much less make their schools equitable and inviting places for children of color and children of all kinds of differences that characterize our society today,” said Bradley W. Davis, an assistant professor at the University of Texas at Arlington.

Mr. Davis was among six education leadership professors and education school deans who wrote a letter to the CCSSO seeking changes. More than 500 people, including professors, principals, and teachers, signed the letter. The September draft also contained a separate standard on ethical principles and professional norms, which was removed from last month’s version.

Mary-Dean Barringer, the strategic initiative director of workforce development at the CCSSO, said “there was a lot of encouragement” in the most recently public comment period to put functions related to equity and social justice into a separate standard. Similar comments were provided on ethical behaviors, Ms. Barringer said.

Process Revised

In what appears to be another effort to appease critics—who claimed that the tail end of the revision process had been cloaked in secrecy—a committee of education professionals, possibly including principals or representatives from principals’ associations and convened by the national policy board will hammer out the final standards.

The new set of final standards are now scheduled for release in the fall, Ms. Barringer said.

“There was clearly a lot of pressure put on [the CCSSO],” said Joseph F. Murphy, a professor of education leadership at Vanderbilt University and the author of the original standards, who was a critic of the May draft. “And I think they reflected on that, and I think that that pressure was effective in this case.”

Mark A. Gooden, the director of the Principalship Program at the University of Texas at Austin, said he understood the CCSSO’s goals in attempting to “weave” matters of equity through all standards, as it had done in the May draft. But Mr. Gooden, an associate professor, said that he’d rather see a two-pronged approach that would weave equity throughout all the standards and explicitly set it apart as a concrete standard.

Putting concepts such as race and gender in the standards pushes educators to name the problem and it increases the likelihood that they would tackle it head on, he said. And given the cheating scandal in Atlanta and its major fallout, addressing ethical behavior is critical, said Mr. Gooden.

Other education groups also weighed in. The ASCD wrote in a June 4 letter that the standards captured well the competing responsibilities of principals as instructional leaders and operational managers, but it also noted concerns about the absence of equity and ethical principles. Ms. Barringer, from the CCSSO, said the final revisions would reflect feedback and comments from the variety of education organizations that responded.

Overall, the feedback from the online survey was positive, with 77 percent of the 271 individuals who commented deeming the standards to be “good to excellent,” Ms. Barringer said, citing language from the survey.

Feedback also suggested that the language in the May version was clearer than the September draft, she said. And many appreciated the preamble on “transformational” school leaders who focus on student learning, continuous improvement, and creating inclusive school communities, she said.

Of the respondents, about 20 percent worked in higher education, some 60 percent were school-level administrators, and 11 percent were teachers, she said.

The May feedback was more constructive than what CCSSO heard last year, with many respondents following up with extensive comments and suggestions, she said.

Related Blog

Rob Larson, the director of the Oregon Leadership Network, for example, provided the CCSSO with examples of how Oregon since 2012 has embedded equity and cultural competency across all licensing and preparation standards. Mr. Larson said in an interview that meeting the needs of all students was part of the essential and important work of school leaders and that Oregon would continue to focus on cultural competency and equitable practices.

As a result of the delay in releasing the ISLLC standards—they were originally set to be published this spring—the first-ever set of standards for principal supervisors will also be pushed back, according to Melissa McGrath, a spokeswoman for the CCSSO.

Ms. Barringer said the CCSSO will try to work concurrently on both the ISLLC standards and principal-supervisor standards to ensure that there is not a significant lag time between the publication of the two documents.

“We are going as fast as we can,” Ms. Barringer said, “but only as fast as we can get it right.”

Dispelling Myths about Improving Student Achievement # 4

Leave a comment


Myth: Teachers need deep content knowledge to be effective.

Some reform initiatives primarily focus on ensuring teachers have deeper content knowledge, particularly in secondary subjects. Yet most teaching today occurs at the surface level, so in-depth subject knowledge in not as influential as many believe.

It is only when there is right mix of surface and deep learning does content knowledge matter. Expert teachers use their content knowledge to make meaningful connections between concepts by using students’ prior knowledge and adapting lessons to meet students’ needs.

From District Administration Magazine by John Hattie, Educational Researcher at the Melbourne Educational Research Institute at the University of Melbourne in Australia.

Three Reasons Performance will Change

Leave a comment


Based upon changes in employee expectations, advancements in technology and the revolution in people’s relationships with technology, Forbes contributor Sylvia Vorhauser-Smith cites three reasons why performance management systems need to be revamped to better fit today’s organizational environment to achieve their intended outcome: performance improvement. As technology evolves and data becomes more streamlined through composite dashboards, graphic displays and easy to access reports, it is helping to redirect our attention to what actually matters in the performance evaluation and development process. Managers now have the tools to shift their focus from the process to outcomes that drive the performance development and organizational improvement. More: http://www.forbes.com/sites/sylviavorhausersmith/2012/12/16/the-new-face-of-performance-management-trading-annual-reviews-for-agile-management/

Article:

Is there any organizational practice more broken than performance management? Not if you concur with Marc Effron & Miriam Ort who state “perhaps no talent management process is more important or more reviled than performance management.” In fact, it draws universal agreement on several fronts:

  • everyone hates it – employees and managers alike
  • nobody does it well – it’s a skill that seemingly fails to be acquired despite exhaustive training efforts, and
  • it fails the test of construct validity – it doesn’t do what it was designed to do, i.e. increase performance

Traditional performance management programs have become organization wallpaper. They exist in the background with little or no expectations for impact. Yet despite its poor popularity, the concept of performance (at an individual and organizational level) is critical to business success. It can’t just be ignored.

Why is it so broken?

In a large survey conducted by WorldatWork, 58% of organizations rated their performance management systems as “C Grade or below.” That gets a giggle. The performance management process itself gets subjected to its own methods of setting criteria and rating performance against them – and fails.

I believe there are three reasons almost all current performance management systems are broken:

1 People have changed

2 Technology has changed

3 People’s relationship with their technology has changed

Repairing the damage? In order to compete in today’s market, companies must move to adopt a much more agile performance management approach.

People HAVE CHANGED

Employee expectations have changed. It’s not just Gen Y – employees everywhere and of every generation expect more. More involvement, more accountability, and more transparency. When it comes to managing their performance, employees have shifted from being passive recipients to active agents. Not satisfied with a one-way download of performance feedback, employees want to participate in the performance data collection process. And they liken the ‘annual event’ of a performance review to arriving at the pearly gates on Judgment Day.

Managers have changed too. Command and control is no longer cutting it – managers are expected to guide and coach, provide balanced constructive feedback and inspire, rather than enforce, performance.

Add to that what science is now telling us about what really drives human motivation. Like, goal pursuit motivates performance much more than goal achievement, peak performance is best achieved in states of flow, and multi-tasking only dilutes performance on all tasks undertaken concurrently.

Key Changes for High Performance?

Paradigm shift. What used to work no longer does. Managers need to:

1) be realcommunicate openly and often.

2) set stretch goals and inspire individuals to work to their potential.

3) get out of the way – trust their teams and empower employees with accountability.

Technology HAS CHANGED

We’re reaching a tipping point for technology in the talent management arena. It began with simple automation: take the paper processes and put them on a computer. Fine, but that left us with so many spreadsheets, Word templates, proprietary systems and disconnected point solutions that we were drowning in complexity and data overload. It also highlighted that many of the processes we were automating actually needed to be revised, simplified or eliminated altogether.

Baffled by the complexity we created, focus in recent years has been on process simplification, user-friendliness and redirecting attention to what actually matters. A good step forward, but we still suffer from too much data, too little meaningful information.

The “big data & analytics movement” has now really raised the bar – not just in terms of what data can be gathered, aggregated and analyzed but also how it is filtered and presented to audiences to provide immediate management insights. Activity lists are being replaced by composite dashboards, lengthy reports by simple performance heat maps – yes, pictures, literally replacing thousands of words.

Key Change for High Performance?

A shift in focus from process to outcomes. Burn the forms. With technology finally up to the task of producing meaningful information, managers can turn their attention to driving performance outcomes rather than being bogged down in laborious processes.

The relationship between people and their technology

On demand.

Ubiquitous.

Better, faster, cheaper.

It’s really not so long ago that your only likely encounter with a computer was when you went to work, laptops were expensive and rare, and mobile devices were pagers and Walkmans. Today, can you even imagine getting past 10:00 a.m. without having accessed a myriad of your online applications? We work online, shop online, socialize online, we are connected 24/7 – online.

Enterprise technologies are not far behind. Perhaps you are still in a workplace that restricts or bans social media, but they are in decline. Perhaps your organization refuses cloud-based applications for privacy or security reasons, but they are in decline. The fact is: organizations that try to block out the world simply ostracize themselves. And they are in decline.

Key Change for High Performance?

An agile, social and mobile work environment. You will set dynamic goals and adjust them in response to change; your manager will provide just-in-time coaching wherever you are; skills and knowledge you need will be recommended and streamed to you; your performance journal will continuously capture and cluster feedback, ideas and suggestions from your peers and customers; your formal annual performance review will be permanently deleted from your calendar…and you will finally be in a position to manage your own career.

Older Entries