What will I remember from October 2020? Conversations- both personally and professionally that challenged and caused me to reflect on how important relationships are. We are living in a time when “seeing others” might still mean by video or at least a phone call. It is not possible for me to travel and visit with family and those I work with (yet) and I am missing my people. This is also the time of the year that I would normally say good bye here at home and head south as one of the many, many Canadian snowbirds. All of this feels different. And, there are days that I feel selfish for even voicing what I am missing since so many in the world are suffering with the pandemic and its side effects. Health, death, job loss, financial and housing issues- these exist in real time and I know that my losses are nothing compared to so many. How can I ever complain?
In my school improvement coaching this past month, a very wise principal put it all in perspective for me. She said that she is working hard to keep her thinking, visioning and reflecting in the “green”. As she so beautifully stated, she can see the problems of the day, the worries of tomorrow as green or red. They either present problems to solve, actions to take, thoughts to work through or they stop her in her tracks. Similar to what happens when you quickly come to a red light. You have to come to a full stop and wait. Sometimes the wait is long but once the light is green you move on. Unfortunately, when we let “red” influence our thinking, we often stay stalled or stuck for too long.
As I continue to work in schools and districts, I have seen wonderful examples of “green” thinking. Despite feelings of exhaustion and a sense that this year and pandemic may never end, forward “green” thinking is alive and well. What can we do next to help a student? How can I support a teacher during a particular difficult time? What will it take to keep learning as the focus no matter what? These are my green thinking people and they are a dream to work with. I am so appreciative of their willingness to work through the challenges and ensure learning for each student is the goal.
One of my “green” thinking principals is new to me and my very first coaching session was this past month. Logging on to Zoom, I wasn’t sure what to expect and I was anxious and excited to meet her. When her camera came on, I found a very sick lady in her bed. She was home with COVID and had some severe symptoms. DESPITE this, she wanted to talk about her school. She has a vision, dreams and goals of what her school will become. She knows what the work has to be and she is passionately engaging her staff in authentic school improvement. I am blessed to have the opportunity to meet her and work with her and thankfully, our second session found her much better. Lessons learned- if she can be a “green” thinker despite her situation, I sure need to keep my focus on green.
One other great conversation that I had this month was with four principals who volunteered an hour of their precious time to meet with me. Through video, we connected from the Pacific coast to the Atlantic coast with two southern belles in between. My goal was for these seasoned principals to meet and hear how each of them were keeping the focus and sustaining the work that they had achieved before COVID at their schools. They are all keeping things “green” and I knew that they could learn a great deal from each other. Most importantly, they all understand the importance of relationships and taking care of their people. They are focused on both the adults and students in their buildings and they understand their own personal impact in ensuring student success. I know that they are tired and I know that they all feel overwhelmed. They are working through daily challenges and the stress of the current reality is real. However, they are not letting the red light hold them back.
My reflective question to you is this- are you able to keep your thinking through a green lens? When you are faced with complications and/or you are feeling anxious or overwhelmed, can you see the positive in your life? In your work? What can you do to help see the positive? What can you personally do to find the time and support to help? A constant theme in school improvement this year is self-care. School and district leaders need time and support to be able to stay the course and the first step is to be able to identify when you are spending too much time at the stop light. Intentionally noticing this is a nice starting point for personal self-care.
Thank you for always reading and thinking. You continue to inspire me as a school improvement coach. Have a great week.
It is all around us. More important than ever. We need it and want it during this challenging 2020 year. We are acutely aware of it. Others provide it or you provide it. Both happen simultaneously. Leadership… that is what this is about and with or without it, we are working through the challenges of a year we will not forget.
As I work with schools and districts, people are stepping up to lead when and where necessary no matter what their “title” is. Positional power we call this, when you actually have a leadership title. We know that doesn’t necessarily make you a leader but it does make you responsible. Day in and day out, those who have the position AND those who might not, are leading in schools and districts. Why? To get the job done. To make sure students are safe and learning occurs despite all the noise and roadblocks to this happening.
It doesn’t matter what country you are in when you read this or what your title is in the education system, you are leading. I am sure you could send me a story of leadership that has warmed your heart this school year. I am confident that that story has impacted the life of a student. You would tell me about a teacher who is not letting COVID be an excuse for his or her students not learning; the expectations are high and instruction is being adapted to meet the needs of the student. That is leadership. Or you might send in a tale of a school administrator who, despite exhaustion and many changing situations, just gets the job done… day in and day out, roadblocks are removed so teachers can teach and students can learn. That is leadership. Or you might want me to know about the district that is collaborating and ensuring that everything stays aligned and focused on the right priorities. They are protecting the schools from the everyday struggles just so students come first and learning is the goal. That is leadership.
Some make it look easy. Others struggle to lead. Many accept the need to be brave and courageous and rise to the challenge. Or… feel so vulnerable that it is difficult to be confident in decisions made. Whatever you are feeling, it is ok. Leadership does not follow a straight line. There are twists and turns and opportunities for success and failure. It is about continuing the journey despite the falls. Transforming a school or district is not a “walk in the park” and many days will feel difficult. Especially this year.
The important path to follow is sharing the load. When we build efficacy and empower others around us to lead, it somehow it seems less challenging to own the responsibility. When our energy is low, we need the synergy of a team; of collaborative efforts to transform. This may not be the year to add more projects or take a different direction, but it definitely is the year to lead. And, everyday that you or someone else provides steady, confident leadership, continuous improvement can happen. Your impact might not be obvious right now or even tomorrow. School and district improvement takes time and this year, more than ever, requires a relentless focus on the right work.
This blog is in celebration of you. Where ever you are and whatever you do in an education system (or in life in general), you lead through example. You lead with your words, your actions and your intentionality. Each new day is addressed with a renewed sense of purpose. Develop your skills, model, practice and honor others through your leadership. You matter. It matters. We need you. Thank you.
Every September since 1980, I started a new school year as an educator; different roles but it always felt as the best time to have freshly sharpened pencils, clean notebooks and, if I was lucky, a new book bag to carry my treasures back and forth. This past month, was different for me and other educators and, more importantly, for students. In Canada, most students returned face to face to start the school year but schedules are adjusted and not every student is in school everyday. In the United States, it varies from state to state with some schools hosting only virtual classes while others are working through a face to face model. Many schools are boldly trying to hold both simultaneously.
Luckily, I was still able to provide leadership coaching to several schools and districts from my home. It isn’t the same as sitting side by side with a teacher or walking the hall and classrooms with a principal however we are all making the best of it. And, as always, there were lessons learned from the inspiring educators who I am so fortunate to spend time with. Here are a few of my take-aways this month.
First of all, despite the complications of opening schools in 2020, school and district leaders have amazed me with the successful plans and problem-solving that continues to be part of day to day operations. They are building the plane as they fly it and ensuring that students feel safe and welcome in a new learning environment. Classrooms, cafeterias and hallways may look different but the relationships and support to students is what comes first and I am so proud of how they are keeping this at the top of their priorities, no matter what.
Secondly, as the dust has settled in the first few weeks, conversations about student learning deepened. Through collaboration, teachers and leaders are using evidence to ensure that they understand the learning gaps students have come back with and they are working diligently to meet them where they are at, moving learning forward and at the same time, providing interventions to support what is needed. Sounds like quite a balancing act, right? Yes, it is and it is what teachers do! It was so energizing to spend time with collaborative teams and school leaders as they looked at student work to decide what to do next. There were so many conversations about root cause that my heart was singing! I know students are getting the best from their teachers when the conversations are that intentional.
One of my very favorite “lessons” this month actually came from several schools. More than once I heard a principal or teacher say, “COVID may be challenging us and changing how we work, but it is not an excuse! Student learning has to be our priority.” Leaders have the important responsibility to keep this as a focus and at the same time, look after the health and safety of the students and adults in the building (s). All a tall order in 2020 and I am thankful that so many have risen to the challenge.
As we head in to October, I can not help but think that an intentional focus on a few priorities will be the most important task for teachers and leaders this year. In the classroom, this means that teachers truly understand what the most essential learning outcomes are; what they absolutely need students to master in their grade and this is where time and energy must be spent. Leaders have to keep distractors away from this work and support with intentionality. It is not the year for brand new shiny coins; in other words, we do not need new initiatives and programs… just lots of time spent deepening the work of improving schools. It seems to be a great year to really get good at a few necessary instructional and leadership strategies that focus on collaboration, learning and results. These are the three big ideas of the process of professional learning communities and, in my opinion, never has it been more important for schools and districts to be clear on what is important and work together.
In our book, Leading with Intention, we end chapter one with a reflection tool to help leaders stay focused on the right work. Here is the link to the template- https://www.solutiontree.com/ca/free-resources/plcbooks/lwi#. It might be a great time to refocus and clarify your intentions. Thanks again to all who are teaching and leading in these challenging times! I have never been so proud of our profession.
This time of the year brings back a flood of memories of so many “first days” of school for me. As an educator, the excitement and nervousness of the new year was symbolized by the new freshly sharpened pencils, clean, crisp notebooks and the wonder of who would be in my class. In fact, I can still remember my first day of school as a teacher in 1980. I remember what I wore that day and the moment that I met my class for the first time at Riverview Junior High. Last week, I walked in to a store with a smaller than usual display of school supplies. The aisle looked sad rather than enticing and quickly reminded me that the start of 2020-2021 is different. Yes, school is starting however, for many, feelings of anxiety and fear have replaced the excitement and wonder that this time of the year traditionally brings.
One principal recently told me that she is frustrated by the many posts and reminders to “be prepared”. In fact, she asked me, “How do you prepare for something that we have never faced before and never had the experience to overcome?” In our conversation, however, it was clear to me that she had spent the past several weeks doing all she could to be just that- as prepared as possible for whatever this fall brings. What I mostly love about her direction is her focus on her students. In every decision that she is making, she is putting the care and attention of her students first. And, as long as she keeps this at the forefront of all of her actions, she will be ok this year.
As a leadership coach, I have to pay attention when leaders lose their focus. It is easy to have great plans and intentions as school begins, but distractors can quickly creep in and take time and attention off the real work. Minimizing priorities so what you determine to be essential has always been important to leaders and I believe, more than ever, this year has to be about only the essentials. Consider making time for yourself to reflect with these questions- What is absolutely essential to spend my time doing? What is absolutely the most important learning for our students this year? What can I do to ensure my staff, students and parents understand our “why” and see it in how I make decisions and communicate? What are the essential needs of the adults who I work with and how do I support these needs? How can I lead from a place of confidence and support rather than fear and anxiety?
Through the weeks of COVID -19 challenges, educators adjusted quickly to virtual platforms and now as school has started or will start for you, more changes are needed. In some places, school and district leaders are being told what the current reality will be and in other places, these very difficult and important decisions are left to them. And, we know that that even more adjustments might need to be made in the coming weeks. Over the summer months, conversations with school and district leaders have reminded me of the value of relationships and humility in our work. Putting people first, having empathy and creating every opportunity to share leadership with others goes a very long way in building respect as a leader. Couple this with a focus on the student and this year will not seem quite so daunting.
I have always found that creating time and space to reflect and focus on my own leadership skills helped me be energized and ready for the next challenge. This year is a “whatever it takes year” and it is ok to lean on others for support. Take a breath and recharge when you can and know that an intentional focus will help you in so many ways. It is ok to be distracted…just recognize when you are and do what you can to return to what you know to be essential. This will help you lead with confidence and a sense of purpose- something I know to make a huge difference in how I lead.
Over the past three weeks, I have had the great fun of being part of a book study focused on leading with intention. Tuesday, August 25 is our last session and it is all about communicating and building relationships. School and district leaders, give yourself the gift of 45 minutes of professional and personal development and join us (complimentary) by registering at https://solutiontree.zoom.us/webinar/register/WN_V6GAnQv7STeMR0MyA9GD5A.
Thanks for reading, leading, teaching. I appreciate you.
Calm waters, beautiful sunsets. Taking my evening walks on the quiet beach in eastern Canada allows me an escape from the current reality. I feel blessed to have this opportunity each and every day and I try hard to never take it for granted. On March 11, I finished my coaching day and left a school; little did I know that I would spend the next twenty weeks (and more to come) virtually meeting educators and coaching from home. Instead of wondering if flights will be delayed or canceled and how my visits will be received at schools and in districts, I am losing sleep over the enormous decisions that face the district and school leaders I am working with and the teachers who are entering a school year full of unknowns. School is starting very soon in many places that I work. Here is what I learned this week…
Resiliency: Working as a teacher, administrator and consultant since 1980, I have witnessed incredible acts of resiliency by educators over the years but never has this been so apparent as it is right now. Since March, teachers and leaders in districts and schools have stepped up, figured out, adjusted, tried again and now they are building the plane as they are flying it- responding to government requests or suggestions, school board decisions and others weighing in on how or how not to open schools this fall. Classrooms are being set up for physical distancing, virtual learning platforms are being developed and teachers are being trained and retrained while trying to stay healthy and safe. They know their number one job is to educate and ensure each and every student receives an education and despite the numerous distractions, I am confident they will figure out how to stay focused as this school year begins.
Empathy: I am proud, honored and amazed (not surprised) to witness the empathy being shown by district leaders as they work with their principals. Building professional development sessions that include self-care, social and emotional support for school leaders is the new norm as they understand the need to share ownership and build human capacity within their systems. They are exhausted, confused, and also building the plane as they fly it; knowing that each and every decision taken right now will be met with question. They can not make every person happy (parents, community, staff) and it feels like a no-win situation. Their focus has to be on the education and well being of students and at the same time, do their very best to take care of the adults in their system.
Excitement: Over the past few weeks, I have had the absolute pleasure to work with brand new principals! Their excitement explodes through the computer screen, creating synergy that is often difficult to find in a virtual coaching model. Despite the world as we know it today, they are ready to take it on! As one of my dear friends, educator Lissa Pijjanowski said in an instagram post this week, “Educators, you’ve got this!!”. In fact, principals, seasoned or our newbies are up to the challenge! They are working collaboratively to determine best next steps and create solid action plans that will be safe and healthy for students and staff. They are also modeling empathy and understanding and we need to hold them close to our hearts as they never signed up for leadership this difficult.
So, on that note, if you are a leader reading this, I would love you to join our virtual, complimentary book study beginning August 4. My co-author, Jeanne Spiller and I will be working through Leading with Intention as we desperately want to help you recharge your battery and tackle this school year with confidence and focus. It will also be recorded so if you can not attend one of the four sessions, register regardless so you can access the recordings. Here is the link for the complimentary registration- https://www.solutiontree.com/ca/leading-with-intention-book-study.html. Jeanne is a practicing assistant superintendent, dealing with the same difficult decisions that you are and I am working through so many leadership coaching conversations that I feel we have lots to offer you right now through this book study. We sure would love to “see” you there!
The year 2020 will long be remembered in world history. For educators, it will be one that has most definitely impacted how you teach and lead. There have been and will continue to be lessons learned of how the sails can be adjusted when the waters are not calm, when the tides can turn at a moments notice and we have to respond accordingly, and how the trust and relationships that we have with parents, students and other coworkers create a network of care and support we all needed when we were confused, sad and frustrated. Emotional, social, mental and intellectual needs of ourselves and others have been challenged in ways we never knew possible.
The year is not over and care must still be taken as we plan and adapt for the start of the school year. We know students will return to us with learning gaps and in whatever format learning has to take this year- within the walls of a building or in front of a computer screen, the needs of students will be the focus. This is the truth about why we are educators. No matter what. I believe in you and will be here to support you. You’ve got this.
Dear School Principal,
What will you remember about the 2019-2020 school year? Is it a struggle to think past March and even remember any or all the events and decisions made prior to COVID 19? I am confident that the past weeks have pushed aside your thoughts of other work that was done. How did you start the year? What did you do to build culture, create learning opportunities for staff and students, what amazing events did you host for family and community and what actions were you continuously taking to ensure success for your students? You worked on the right work and, for many, it felt that the fruits of labor did not come to be. Not true… I say. In fact, because you built a collaborative culture, focused on student learning and because you were intentionally paying attention to results as the year progressed, you were able to be successful even during the COVID shutdown. So, it is time to find those memories and celebrate your work this entire school year.
As I sit home, still unable to travel for my leadership coaching work, I am in awe of the recent graduation events planned for local high schools. In the school district that I worked my entire life, I see pictures and posts of very thoughtful and carefully planned ways to celebrate the 2020 graduates. Students have their own time with the principal and teachers with family in attendance, photographs with social distancing arranged and mostly, a focus squarely on the graduating student as they turn the next page in their life. They have their diplomas from a year no one will easily forget. For some graduates, this diploma might be the only one that they ever receive and for others, it is a key to continuous learning, anytime in their lives. They just have to pull it out and see what door it will open.
Strong, successful schools have courageous, focused leaders. Getting students to graduation is a learning progression; starting in Pre K or Kindergarten, numerous teachers and school leaders impact the progression. High school principals have the privilege of being there for the end, primary principals begin the journey. The decisions made at every level determine the experience for each and every student. In the end, the relationships and equitable decisions built through trust and respect are what matter the most. Of course there are the curriculum decisions, the need for quality instruction, the important times when we intervene to ensure learning, however, the culture built in a school by a principal determines how goes the school.
Reflecting on this school year, how have you addressed culture? What did you do to make your school a success? We know that changing culture is more difficult than addressing organizational changes; like the duty schedule or assignment of classrooms. We know that a healthy school culture is built from collective responsibility for all students and that teachers worked collaboratively to address the needs of students. And, it takes tons of trust and respect for each and every person, no matter what. How did that go for you this year? What did you do, for example, last August or September, to ensure that this was the culture that you were building? How did you intentionally address expectations? What steps did you take to continuously build common understanding and support the work of your teachers? Where did you spend your time? Were you with students in the cafeteria? On the playground? At the door greeting them in the morning? How did you get to know your teachers? And, how did you know that your culture was healthy? Undoubtedly, when COVID closed your school it became apparent; you had a healthy culture in your toolkit and was able to make good use of it to continue the amazing work of your teachers, students and families.
In my coaching sessions, I like to remind principals that when the going gets tough, culture will get them through. Trust, respect and collaborative relationships focused on tight expectations provide a foundation for difficult decisions in messy times. I am fairly certain that you felt this tested this spring. I truly hope that your toolkit was so full of a healthy culture that collaboration, results and learning continued- yes, how this had to happen had to be adjusted but it almost felt seamless as teachers stepped up and rallied behind a common goal; reaching, supporting and teaching students and families in a very stressful time. And this did seem seamless to many schools, thankfully with leaders who had spent time building a collaborative, healthy culture.
So, dear principals, take the time to reflect on the entire past school year. Consider what truly worked and CELEBRATE you! Then, and only then, turn to your areas of growth. Plan for 2002-2021 with enthusiasm and courage to develop the healthiest, equitable, respectful school culture that you can imagine. There is always room for improvement and you are the one to have the greatest impact on how people (staff, students and parents) behave in your school. You can not do it all but you can find a few things to focus on and work deeply at ensuring that these priorities are moving your school forward. Plan now to do that. Spend some time this summer considering policies and practices that must change. Understand your people; build relationships and get to really know your communities. Then you can focus on curriculum and instruction. It isn’t this or that; but without a healthy culture, the learning will be stuck.
Have a great summer. Thank you for all that you do to lead. And, if you are a school principal and as a gift to you, if you have read this far and you are interested… leave a comment here and we can arrange a complimentary coaching session at your convenience!
All the best!
Inspired. Peaceful. Insightful. These are the three words that represent the book that I just finished reading. Do not be fooled by the title; yes if you are a teacher or school leader you will be interested and feel empowered about the profession that you have chosen. And, if you are a lover of amazing stories of life journeys and decisions then this book is a great choice to curl up and read. Teaching at the Top of the World is written by a fellow New Brunswick educator, Odette Barr, as she shares her experience as a teacher and principal traveling to live and work in Grise Fiord, the most isolated community in the Canadian Arctic.
Odette’s writing makes me feel proud to be an educator, envious of the experience that she had by moving to the north for an entire decade, gasping at the struggles that surely were more demanding than her strong personality allowed them to be, smiling at the visuals of students and families waiting every year at the air strip to greet the teachers when they arrived at the end of the summer and in amazement of what beautiful appreciation to nature and the world around creates when you notice. I can feel the joy of the lengthening of the days as the sun finally appears for a few minutes longer in the winter months; taking the community from darkness to, as Odette describes, the days of endless sunlight- months and months of one very long day. (p. 68)
As I write this blog, we are still in challenging days- COVID-19 is still with us and many, many cities and towns across North America and beyond are feeling the impact of protests supporting Black Lives Matter. I am thinking about the lessons that I have learned or I have been reminded of in this book and how they are relevant to the current realities of our world. Using quotes from Teaching at the Top of the World, here are a few of the “lessons learned” from the top of the world:
“Energy is not wasted on idle chatter. Most Inuit respect people who can quietly observe and take in their surroundings without talking all the time.” (p. 26 and 31)
Question: Isn’t this exactly what our world needs right now? To be listened to? To be heard? To be understood and not through idle chatter?
“Culturally relevant teaching empowers students by using cultural examples to impact knowledge, skills, and attitudes.” (p. 114)
Question: How will we culturally respond so all lives matter? How will we show our students, no matter what the color of their skin, their ethnicity, their income, where they live or who their parents are- that they matter. Their culture matters, their lives matter.
“Although effective communication in itself is difficult to achieve, it is not enough to simply communicate well – a reciprocal relationship of mutual appreciation and understanding needs to be established so the relationship benefits both sides.” (p. 148)
Question: Need we say more about this one? In order to have impact and live and work in a trusting world (school or anywhere), we need a reciprocal relationship of mutual respect and appreciation.
“It seems to me that a large part of effective teaching anywhere involves attention to small but important details like learning how to pronounce new names quickly.” (p. 32)
Question: Do we take the time to get to know one another? How many times do you walk away and know that you have forgotten someone’s name? How can we improve our relationships (in school or anywhere) with more respect for the small (and very large details)?
Thank you, Odette, for allowing me to escape our realities right now and live through your experiences. Thank you for the reminders that community building, connections and authentic attention to respectful relationships matter. Odette’s lessons from the wonderful Inuit people are our lessons. What they need, we need. What they want, we want. Please find time to enjoy this book. You will be so glad that you did. It is published and available through http://www.PottersfieldPress.com. and I am sure will be available through multiple online sources soon.
Faced with challenging times, educators adjust. Parent adjust. Learners adjust. On a zoom meeting with a colleague this week I heard her say to her “students”, “Just a second… my daughter’s school day is starting in the other room and I want to make sure that she is all set.” She is the teacher and the parent at the same time. A reflective question to consider; “Are we working from home or at home working?”. It feels like a bit of both for most of us. For me, the past two weeks have been founded in learning as much as teaching. Yes, I am still the teacher but, wow, did I learn a great deal. We are definitely adjusting the sails as we go and I am so thankful for my “teachers”.
The most important lesson for me was definitely the continuous need for less is more. Teachers continue to consider what is best and the most impactful with the least amount of stress for parents and students when they assign or suggest “home” work. Less work but more energy being spent on connecting and continuing relationships is working for the teachers that I had the great pleasure to work with over the past ten days.
The less is more concept also applies to planning for next year; which, for most of my schools and districts, that is where time is now being spent. Focused discussions on the essential learnings that must occur next year and how a year-long curriculum plan and master schedule might be tweaked to address the start of a very different year. I plan to participate in this free webinar to help me think through next steps- http://solutiontree.com/MindtheGaps. It begins with expert, Mike Mattos laying the foundation as we think about using time and interventions to take care of student needs.
Honestly, the best we can do right now for our students is to engage in professional conversations about the work that we did accomplish this year and what we need to do to get ready for next fall. We have data and the evidence of student knowledge and skills, found within that data, is an important place to start. We know that, with six to seven months out of school, students will be coming to us with more needs, academically, socially, mentally. We also know that we have an opportune time, right now, to consider and plan for the 2020-2021 school year. And, I firmly believe that less will be the new more.
We have to decide on essential learning outcomes; the boulders as my friend, Maria Nelson states in all of her presentations. We can consider the rocks ( the nice to knows but not essential) and butterflies (the learnings that we touch on) but we have to clarify and agree on what we must have mastery of. This is the answer to the first professional learning community process question- What is it we want our students to know and be able to do? Authors DuFour, DuFour, Eaker, Many and Mattos (2016) explain in Learning by Doing, that, to answer this question, we have to “identify the essential knowledge, skills, and dispositions each student is to acquire as a result of each unit of instruction.” (https://www.solutiontree.com/learning-by-doing-third-edition.html) Never has this been a more crucial conversation for collaborative teams then right now.
I read an article this week by educator, best selling author and one of my personal heroes, Dylan Wiliam. (https://www.tes.com/news/dylan-wiliam-immoral-teach-too-full-curriculum). He reminds us that, even before COVID-19 and so much missed time in school, teachers face massive quantities of content that they try to “cover”. He articulates it this way:
“There is no doubt that there’s far too much stuff in our curriculum – I’ve wondered about why this is, and my conclusion is that curriculum developers cannot bear the thought that any children might have spare time on their hands.
“So they actually make sure there’s enough stuff in the curriculum for the fastest-learning students to be occupied all year. And so there’s far too much for most students, and so teachers have to make sure of this, and some teachers just teach the curriculum, they meter it out and they go from beginning to end, and 20 per cent of the kids get it and the rest don’t – I think that’s logically consistent but immoral.”
For years, Wiliam’s expertise has guided many of us to understand the use of formative assessment and feedback in increasing student success in our classrooms. He states in the article that when we have too much curriculum, we leave little time for knowing where students are on their learning journey and most importantly, providing them feedback so they know this as well.
As the conversations evolved during the past few days, I am beginning to fully understand that the roadmap that we create for next year must have check for understanding and built in time for intensive interventions. Yes, this is always part of our school improvement work however, for next year, in my opinion, teachers and students will need to be confident of the essential expectations of learning and time will need to be there for all students to learn. Differentiating instruction, providing quality Tier 1, 2 and 3 interventions and understanding that time is a variable, not a fixed asset, has to be part of our planning- right now- for next year. Mastery of less rather than “covering” more will help build the best journey for our learners. It is time to build the road map, identifying what we know to be essential for student to know and to create master schedules to ensure enough time is there so all students can be successful attaining the essentials.
I am excited and so encouraged as I listen, coach and support teachers and leaders during our new normal. I heard many examples of thinking outside the box so that we can use time effectively, creating stronger teams of teachers to ensure the foundational skill will be addressed and taking the time to really identify students who will need more time to learn. Amazing “aha” moments are alive and well with collaborative teams rising to the challenge and having authentic discussions about what they know are the most important things that their students must know.
Thank you to my “teachers’ these past weeks; educators, leaders colleagues; it was a pleasure to be with you as we continue to build the plane as we are flying it.
In August or September, hopefully, schools will be reopening across North America and perhaps earlier, in other parts of the world. Hallways and cafeterias will be filled with the sounds of children’s voices and “seeing” one another, teachers and students, will take on a great new meaning. Undoubtedly, there will be tears of happiness shed as classroom doors are open and students are welcomed back in to the arms of their teachers. (I suspect that there will be tears of happiness as parents say good bye to students that first morning as well!) Right now, however, teachers are still wondering what will be the new normal for this return? And, from my coaching calls this week, I would say that the question keeping most educators awake at night, right now is “How will students have faired, mentally, socially, physically and academically over this extended time away from school? ”
In its report this past week, the Northwest Evaluation Association’s (NWEA) Collaborative for Student Growth Research Center predicts that students will return to school with approximately only 70% of the learning retained from this school year and, unfortunately, for mathematics, the prediction is closer to only 50%. In some grades and with some students, the learning can be as much as a full year behind. (https://www.nwea.org/content/uploads/2020/04/KAP5122-Collaborative-Brief_Covid19-Slide-APR20_FW.pdf).
I am going to go out on a limb and say that planning for school re-opening needs careful attention to a few important areas. This shouldn’t be complicated but thoughtfully organized with a focus on a few important details:
- Gather information of what teachers currently know was learned this school year and what they can predict to be the skills/knowledge that students will be missing as they leave their grade. Working collaboratively, right now, as a grade level or content level team to have discussions about what they accomplished this year and can confidently tell the next grade will be a learning gap is a helpful first step. These vertical discussions are always a great practice and are more important, right now, then ever before. The information collected can help the teachers build a plan for the first four weeks of school that can include what the previous grade level teachers identified as possible learning gaps.
- Create a transition plan for the beginning of the school year that provides both physical transition and closure for this school year as an academic transition. For example, one school that I am working with is planning a first day back that allows for students to visit with their previous teacher and classmates prior to being ‘walked” to their next teacher. One school is considering a “cross the bridge” theme to provide a way to honor the end of the school year and start a fresh new one. There are delayed celebrations and graduations being planned and all of these efforts will be important to students. Academic transitions can include at least a four week plan to provide time for teaching and interventions as well as immediate diagnostic assessments (especially at the early grades) to determine foundational academic needs (especially in reading and math). On-going interventions are always necessary and the 2020-2021 year will require leaders to understand and implement effective interventions that are continuously monitored and adjusted. Timely and immediate response will be critically necessary and this should be planned now to ensure that no time is wasted once school reopens.
- Consider staffing for next year, especially for the first four to six weeks of school. Plan a hands- on – deck approach to put every available adult in front of students who will need intervention and support as they come back to school. Create a plan to put the most skilled and highly effective teachers in front of the students who need it most. Small group instruction with intentionally focused expectations on specific skills for specific students will never be more important then the opening of this school year. Master schedules need to be carefully thought out as well as who we hire and this is the time to do that thinking. Everything next year is about student learning and this plan should be ready to go when school opens without delay.
- Elementary schools will have a special challenge with kindergarten students heading off to first grade. So much of the reading and writing that is accomplished in kindergarten truly grows and springs to life in the last half of the school year. First grade teachers will face more non-readers and students who have been without structures and routines for several months. It will be very important for these students and teachers to be well supported and have a great transition plan for the first few months. What foundational skills and learning will need to be the focus?
I know that physical distancing, working from home, business closures and our ever-changing knowledge of COVID-19 has added stress and challenges, in different ways, for different people. I know that it might be hard to do planning now for months away, however, it seems like a good time to put our energy and resources towards the way we want school to be when we re-open.
Controlling what we can control is what this is about. As district and school leaders, and of course, classroom teachers, we can control what we plan and implement for when we finally see our students again. Educators around the world have been showing love to students in so many ways this past month; delivering meals with their lessons, staying in touch with them on a daily basis, sending them letters through the mail, holding car parades, supporting their parents, day and night, and most importantly, working to keep learners engaged through a very difficult time.
The next big challenge is how we start up again. The true test of our collaborative efforts will be how well prepared we are to meet the needs of our students. Doing something feels great… let’s not just talk about this… we can be well prepared for 2020-2021! Thanks for reading. Have a great week and stay safe and healthy.