Witnessing the Work: A Privilege

Champions know that success is inevitable; that there is no such thing as failure, only feedback. They know that the best way to forecast the future is to create it.

Michael J. Gelb

The purpose of this post is to provide feedback regarding the recent supervisory walkthrough that I conducted with Kim Kazmierczak at your school.  For those of you that have been in the district the past six years you know that I do not typically provide feedback to you directly after these walkthroughs, your principal does this. The reason I have not provided feedback in the past is because the supervisory walkthrough is an opportunity for the principal and I to review the implementation of your school improvement initiatives. This process provides concrete help for principals regarding teaching and learning at their school.  The complex demands of the principalship require this type of “coaching” relationship.  Bottom line: supervisory walkthroughs are designed to help the principals lead their school. However, the Humanex data indicated that teachers would like direct feedback after these events and upon reflection I couldn't agree more.  Feedback is an essential element of effective communication and helps us reflect on our practice so here it goes….

The focus for the walkthrough was around your look fors of on-task and ownership, specifically the indicator related to student displays of work. I know that Kim is going to provide specifics on examples of what we saw so rather than be redundant I want to share my overall impressions about the work I observed at Wilson.

While many of you were administering district assessments we were still able to discern a lot about the learning at Wilson as we closely analyzed work displays. These displays communicated what is valued in your school and three themes emerged. 

First,  it is clearly evident that you value writing and not just writing for writing's sake, but as a response to reading and thinking. Someone once said writing is thinking on paper. If we want to help our students get to deep levels of comprehension they have to engage in writing, which is why it was so exciting to see students writing in social studies and science.  The volume of writing included with your student work clearly communicates that the focus is helping our students think deeply about important content. 

Second, I also learned that Wilson teachers value not only the "what" of learning, but the "how".  This is demonstrated by the many displays of student work that include the process involved for the learning. The use of graphic organizers are everywhere and they indicate that as a school you collectively understand that students need to not only learn content, but may need a process to help them think about and organize the information. Providing graphic organizers as a support that help students get to the big curriculum concept are a great scaffold for our students. 

Finally, I learned that you understand the power of feedback.  A large number of displays included feedback for students on sticky notes. While a time consuming practice the dividends for student learning are tremendous. It is difficult to improve if you don't know what your strengths and weaknesses. I know you have identified formative assessment as a strategy for your school improvement plan and from the displays it is evident that you have started this important journey. 

As you may have noticed besides looking at student displays of work I like to talk to students. The reason for this is because both the displays and students’ voices communicate the learning. We can’t hit every moment of great instruction so looking at work and talking to students help tell the story about learning in your classroom and school.  What I learned from your students is that they think Wilson is a safe place to be where students are respectful to each other and teachers care about their learning. I wish we could have captured the looks on a couple of students faces when they talked about their working that was displayed. Truly priceless.  

One of the best parts about my job is conducting walkthroughs as it provides me an opportunity to see the real work that is happening in our classrooms, both by teachers and students. I know that your work is complex, but it is evident by watching you in action that you are up to the challenge. Thanks for all of your hard work. It is making a difference that is visible throughout your school.

Enjoy the holiday season with your family.

Student Work Displays. "If you Build them..."

Student Work Displays

Display to focus on teaching and learning.

Student Work in Phases with Feedback

"I Can" Chart

          




          A great example of a student work display is one that demonstrates the process of reading, language study and writing. The teacher's use of wall space as a portfolio indicates an understanding of how language-based behaviors influence comprehension. The unique approach is worth noting. This display illustrates how a teacher can use the curricular GLEs and 'I Can' statements that weave into a deeper connection of comprehension, persuasion and voice in writing.   This eighth grade example is one which you should find and review.  It clearly outlines the process and the teacher has given specific feedback throughout.  Student work is staged and you will clearly see how students independently uncovered the information to form a persuasive argument.  The work and teaching are authentic and engaging.  I look forward to reading the final pieces once they are displayed.
It would be easy and quite direct to teach the individual skill of comma, equivilency or organelle. However, that would be a surface structure and we are after deep structures!  The students discovered how a writer uses persuasive technique and organization to convince his/her audience of their purpose.

 Student Work  displays that teach and self-regulate

Social Studies Outlining Note Display

         This display can be found in a social studies class.  Student work displays can be an area where students can find answers to questions independently.  The teacher explicitly describes the process through a co-constructed chart and specific description.  The student work to the left of the description has ties to areas of the rubric that demonstrated quality.  It's a clever way to give feedback and point students in the direction to help themselves when taking notes or completing inquiry.

It's the Feedback that makes the difference

Feedback to reinforce and lift

          Feedback can be easily overlooked.  It is the critical ingredient for a student work display.  Students can reflect on the feedback and know what is it that made this piece quality and how can it be improved.     These two examples, 7th grade math and 8th grade science, illustrate that feedback can come in many forms.  These teachers found their own voice and made it work for them and their students.

Answering a feedback question

I've been in every classroom looking at student work.  I found that 100% of the classrooms 6-8 had a display.  Two were under construction and will be finished.  There are sixteen examples that are exemplary.  There are examples to be found in the exploratory classrooms also.  You should find you way to guidance, business and spanish to see them.  They are also a unique representation of the work students do in those classrooms.  If you haven't gotten a display up please remember that we all teach and student work display is how we demonstrate the value and purpose of instruction.

          During professional development you will be asked to look  for the eleven and give the teacher positive feedback.  You will find that you will see that no two are exactly alike but each have their own unique flavor and the teacher made sense of it.  

Don't just tell me; show me!" YOU DID THAT! Congratulations!!  I'm very impressed with the level of implementation.  Thank you.

Reflect on your student work display. Use it as an opportunity to analyze your practices and work to implement at deeper levels during this genre study.

Prompt for response: Reflect on what have you planned this week that demonstrates the integration of strategic learning behaviors and it's influence on curriculum. What evidence are you collecting and how will you know kids are reaching your target?

Student Celebration First Trimester 2012-2013

Wilson Celebration Link!  Please click the link to view the celebration video again.  I wanted to thank Alison for putting this together.  It's a terrific example of the many many things that have been accomplished this year!

What is the Temperature?

Morale-

Hot, Tepid, Cold, Just Right

Inspired by: a fantastic presentation on blogging at our Tech PD seminar!

Fortunately, good morale does not require people to be happy.   Although we were pretty happy seeing August dressed as the Safety Princess.  The definition of good morale is that people’s emotions contribute to, rather than subtract from, the unit achieving its goals. Many of the best examples of high morale come from situations of great unhappiness and stress--such as heroic actions in war, etc. Thus, while it may be impossible to make people feel happy while their friends are being let go, that is not your job. Your job is to build your team’s focus and dedication.

This week you gave each other positive feedback based on our Wilson SIP Look Fors.  This required courage and focus to look for quality examples from your peers.  It is a risk to allow yourself for peer support and guidance.  Our work isn't done in a bubble we need the support and guidance of our peers to lift our work.  We need to continue to share and monitor our morale as we work our school improvement plan.  Knowing that you have a voice in the process and are empowered to make the difference will effect the quality of the work you do.  
  
Here are a few suggestions adapted from a Harvard Business Review blog:

1) Their unit’s work still contributes to making others’ lives better. People perform when they believe that they are part of something they can be proud of. 
2) Their own ideas matter more now.  This is the time to take time to listen, and act on their suggestions.  That provides increased, not decreased opportunities for them to have positive impact. Listen, and give them positive credit, for solving the problems.
3) The misery will be temporary. All bad things come to an end.  If it's possible get the end date and focus on scaffolded support while staff is going through it.
4) Tomorrow will be brighter. Tomorrow's bring new beginnings!  It's nice to know that we can start over and learn from yesterday.

Prompt for comment:
Choose one of the quoted suggestions before from and ASCD blog.  Think about our school and how we can continue to build morale.  Our job is critical and the work difficult.  What can we do together to make our job efficient and valuable?  What should we focus on as we move into our second trimester together.

"Administrators always have to put aside their own issues and do what is best for students and staff in a caring and sensitive way. We try not to say no to teachers, and we always treat them as adults."

"Developing a positive school climate is critical to an effective school," added Les Potter. "Morale is a very tentative issue. You can do 99 things right and make one mistake that will shoot morale forever."

Principal Tony Pallija agrees. He and the rest of his administrative team try to do lots of special things for the entire staff -- from special little gifts to Cookie Day. "We try to pretend we are at IBM -- we treat everyone as a professional and we celebrate whenever we can," said Pallija. "The material things are nice, but I have a motto that I try to live by each day: My job as principal is to make the teacher's job easier, better, so they can teach and students can learn."

Take time to consider and share ideas that can be used to lift morale in our builiding.  

Remember you matter because the work you do is critical to our success!

Wilson SIP Look Fors

Click on the YouTubeVideo above or the link below to view the video

Please click on the link Wilson SIP Look Fors to view the Flipped Professional Development.

Please double click on the the link.  We will be using this information at PLC on Wednesday.  I would like to share my appreciation with Nick Davis for producing and editing it. Kim Kazmierczak

How do you become and Independent Reader? How do you get to Carnegie Hall?

How do you get to Carnegie Hall? Practice, practice, practice! Click the arrow to enjoy jazz and an old muppet skit.

How do you get to be a proficient (even prolific) reader? Practice, practice, practice!  As all musicians and athletes know, practice takes time.  

     That’s why time should be set aside to practice reading as well.  Also, by dedicating long blocks of time to independent reading, students quickly get the idea that reading is important.  Teachers need to show the importance and commitment to independent reading.  This is done through a clear and specific student work display.  An excellent example can be found in the 6th grade hallway created by two math teachers.  You can clearly see the correlation to our ownership look for:  

• Students are able to make the right choices and can take responsibility to communicate their choices.  Students show accountability for their own learning.
• Student work display in classroom or hallway includes rubrics and feedback from teacher/student
• Student uses display to help self-regulate or as a tool to help in their learning

6th Grade Student Work Display

     Children and young adults learn to read and write by having meaningful, authentic reading and writing experiences and by getting support from more experienced individuals. In order for students to become expert readers and writers, they must have time to practice and apply what they are learning - reading and writing. Therefore, it is essential that the literacy-centered classroom provide time for students to read independently in self-selected books and to engage in self-initiated writing.  Read through this response.  Ask yourself is this the level of rigor I'm asking of my students regularly?  Students can communicate in meaningful ways that incorporate critical thinking skills with the process and product in a variety of groupings. Use this type of response to work with kids to develop critical thinking skills with your students.

8th grade independent reading reponse

     Independent reading builds background knowledge, or schema. Another extremely well-established research finding is that students' reading ability is dramatically influenced by the amount of interrelated information (schema) they have about the topic about which they are reading (Anderson & Pearson, 1984; Ausubel & Robinson, 1969; Bartlett, 1932). By reading widely, students are exposed to diverse topics and information which they can then use in future reading.  If we are to make the difference we expect to realize in February it will take the 100% commitment by all of you.  Independent reading will make a difference.  Check the number of students making minimal competency at this point in the school year and work with your team to improve the percentage.  All must realize that our commitment to this initiative will make a difference in the achievement of children at Wilson.

     Aside from higher test scores and ensuring that students read something everyday, there is an overarching benefit of independent reading.  And that is the fact that independent reading lays the foundation for becoming enthusiastic lifelong readers, not simply school time readers. 

In your response this week to the blog; ask yourself are you 100% committed to independent reading?  

What will you do?

"Unmasking" the Teaching and Learning Process

In the spirit of the political season, take a moment to watch this short video on Big Bird:)

http://www.youtube.com/embed/mCpQW-k9sdw

Planning. Implementation. Formative Assessment. Results. Student Work. Self-Reflection.

Each of these is critical. How do we as educators begin to "unmask" the complex world of teaching and learning?

As you know we have spent the last week or so focusing on three of these --- planning, student work and self-reflection. We will continue to work on each of these. Quality Plans lead to better results. Results can be measured through Student Work. And each of the first five can be improved through Self-Reflection.

As you plan consider using the "Backward Planning Tool" that has been created and provided to you. By examining your students' work, you will be better able to judge the effectiveness of your teaching. And remember: through analysis and self-reflection you can improve your practice. In addition, as we did during our PLC's on Friday, when self-reflecting it will be important to analyze your plans and student results against the four componenets of our Engagement Look Fors --- On-task, Authentic, Ownership, and Rigor.

By using the Backward Planning Tool and our Look Fors, we can consistently improve our instruction and our results. This work is what we continue to do at our Monday PD and during our PLC's. Please, bring your current lesson plans to this Mondays PD as we will be providing time to engage in this process.

What part of the process have you found to be the most effective so far?

Engagement and Discipline

As I contemplate student engagement and behavior, I reflected on my middle school years and the teachers that I had.  Two stuck out most prominently in my memories.  One recognized that a group of us were always finishing first and then would become rather mischievous.  She created a small group and began to give us challenging group projects based on current units of study that we could complete during independent work time.  I remember her encouragement and the freedom that she gave us.  The other teacher was much more traditional.  We read from the textbook, took notes, completed worksheets, and did the occasional structured projects with presentations (create a diorama) – very classic approach.  Surprisingly, my mother received several phone calls from the second teacher and none from the first and I lost several lunches for “too much chatter.”  My point for this story is that if teachers work to create an environment that is engaging and recognize the unique qualities and challenges of his or her students, then positive behavior is a natural consequence.  Voke (2002) found in the research that “engaged students experience greater satisfaction with school experiences, which may in turn, lead to greater school completion and student attendance rates, as well as lower incidents of acting-out behaviors” (Voke, 2002, pg 2).

Another aspect that we need to consider is who are our students.  The students today are different from the students of the past.   “The desire to multitask and be constantly connected to the net and to friends as well as the hunger for immediate results influence how young people today interact with the world – whether in school or at home or while traveling – and must be taken into account by both educators and employers” (Wagner, 2008, pg. 158)

Considering the two concepts of engagement and understanding the student of the 21^st century, how can you implement 21^st century skills through gradual release and productive group work in order to increase engagement and reduce disciplinary incidents? 

Is "Good Job! Good Effort!" Enough?

     *click the link for a 30 second answer

http://youtu.be/ewiQ4LmpiCQ

        
          The truth is that verbal praise is not enough. In their classic and often referenced article, "Inside the Black Box: Raising Standards Through Assessment," Black and Wiliam (1998) conclude that numerous studies have shown formative assessment to be one the most powerful strategies a teacher can implement in her classroom. In fact, "effect sizes" of .4 to .7 (for you research gurus out there... that's means very good news) have been consistently achieved. On the other hand, as they also point out "for assessment to function formatively, the results have to be used to adjust teaching and learning." This idea is related to our work this year; as each of you know from our discussions around our School Improvement plan (SIP), formative assessment will be a main focus.
          The Administrative team has been encouraged, as we have noticed during walkthroughs that several of our team members are already learning about and experimenting with formative assessment and how it can be used to inform their instruction.  As a result, this week would like to highlight one specific example as a good “approximation” of what we are “looking for.”
           It is worth noting that this teacher’s quality use of assessment had several positive components worth mentioning. First, using District Standards this classroom teacher created her own formative assessment with at least two types of questions. In this particular instance, the students had taken the assessment independently, and the teacher had graded and analyzed the results by individual, as well as, by group. In addition, the teacher shared the results in a timely fashion, as they were shared the very next day, instead of several days or even weeks later. Based on the student’s performance, she provided written feedback specific to each individual. Third, oral feedback was also given that centered around whole-class results, which were displayed on the ELMO for all to see. Students could then compare their results to the class strengths and weaknesses as a whole. Between the individual and whole-group feedback, not only did the students know exactly were they stood, but so did the teacher. Last, and arguably most important, the teacher could then use this data to make instructional decisions, just as recommended by the “Black Box” article.
          While on the one hand she did say things similar to what we heard in the video (like “good job” and “good effort”), this teachers obviously knows that verbal praise is not enough to promote learning at deep levels. It takes much more than that to help a student improve their performance! This is because some of our students are like the boy in the video; no matter how many times he is told “good job” or “good effort,” without more specific feedback and without more scaffolded support, it will be a long time, if ever, he will be able to dunk the ball.
          However, with specific feedback (i.e. as you approach the trampoline do…, or as you run and jump do…, etc…) and scaffolded support (i.e bigger trampoline, moving trampoline closer, etc…), in time it may actually be possible --- or at least approximations of much closer than we saw. In the same way, by utilizing specific feedback, using scaffolded support, and by adjusting their instruction (all based on formative assessment), research has shown that teachers can have a positive impact on the learning of even our neediest students.
             Of course, we all realize we are a work in progress and that we will each need to continue to grow if we are to achieve our team goals, but several of us are already well on our way. Over the next couple of months as we learn more about Formative Assessment in P.D., your Administrative Team is looking forward to seeing more and more examples of teachers using formative assessment to drive their instructional decisions. Keep up the good work!

 

Talking About Text

     To kick start our understanding of literature discussion groups, the 6th grade language arts team read a poem in order to illustrate what goes on in the mind of a reader.  Even when the group didn't choose what we read or weren't completely understanding it, our minds were busy attempting to make meaning.  As we read, we were questioning, rereading, using the structure of the text, and connecting our experience to the author's words.  It wasn't until we discussed our thinking that we realized those things were happening for all of us.
     I was reminded of this again over the weekend as I started a new memoir called, A Girl named Zippy by Haven Kimmel.   After a few chapters, I got to thinking that not only was Kimmel's writing style light and humorous, but I was understanding more than just her experiences.  I was getting a peek into 1960's, small town Indiana.  A place and time I am unfamiliar with.  A reminder of a time when men were head of household even when not always gainfully employed and women hung laundry on clothes lines.  My reason for reading suddenly branched out.  I no longer wanted only to understand the events that made Kimmel who she is today, but to know more about the time period and what life in a town of 300 was like.  Realizing that we all bring our own experience and knowledge to what we read, I immediately wanted to talk about the book with someone else.  Somehow guffawing aloud to myself to the point I was scaring people and telling my husband, "You've got to read this paragraph here.  Doesn't this remind of you of....", just wasn't enough.  I wanted to share the connections to my life today with her experiences as a child and her parents' experiences rearing this unique individual.
     Why is this important, you ask?  Research shows that students in middle school almost completely stop reading outside of the school day.  Each of us with a homeroom has an opportunity every day, to talk about text with children.  We can be that ear that reader's crave.  We can listen with wonder as they tell us what they understand and how they've made this particular meaning using their schema.      Showing genuine interest and curiosity as we listen to them share, will encourage them to keep searching out the "good fit" book, reading another book in a much loved series, or branch out to something new.  Zimmerman and Hutchins, authors of 7 Keys to Comprehension agree that we need all of our students reading for life and this is a small, but important way to help them do that.  Listen when they talk and ask to know more!

Momentum: Can you Feel it?

Momentum! Wilson Middle School Can you Feel it?

Getting students to behave daily is hard work.  We set expectations, listen to our peers, gain insight, seek interest, design engaging lessons and monitor it all.  At times you may feel like you are performing in the center ring of a circus.  However, it is with this hard work and investment in your classroom that you begin to see results.  Time spent up front will pay off ten-fold in the future.  Kids will rise to the level you set.

How change does happen (excerpt from Jim Collins Good to Great)

Now picture a huge, heavy flywheel. It’s a massive, metal disk mounted horizontally on an axle. It's about 100 feet in diameter, 10 feet thick, and it weighs about 25 tons. That flywheel is our school. Your job is to get that flywheel to move as fast as possible, because momentum—mass times velocity—is what will generate superior achievement results over time.

Right now, the flywheel is at a standstill. To get it moving, you make a tremendous effort. You push with all your might, and finally you get the flywheel to inch forward. After two or three days of sustained effort, you get the flywheel to complete one entire turn. You keep pushing, and the flywheel begins to move a bit faster. It takes a lot of work, but at last the flywheel makes a second rotation. You keep pushing steadily. It makes three turns, four turns, five, six. With each turn, it moves faster, and then—at some point, you can’'t say exactly when—you break through. The momentum of the heavy wheel kicks in your favor. It spins faster and faster, with its own weight propelling it. You aren't pushing any harder, but the flywheel is accelerating, its momentum building, its speed increasing.  This is the Flywheel Effect. 

Our daily work can seem daunting.  You are at the beginning stages of the flywheel.  We need to celebrate small victories and large as well.  Take for instance the story of an eighth grade boy who at this time last year had ten referrals to the office.  They varied from minor to severe disruption.  He had a suspension the first week of September.  If we look at this person now, he's being nurtured by his team.  His success being protected.   This year he's earned as many W.O.W. awards as referrals from last year.  He's not perfect; he nearly got into a fight at the football game; but his team and specifically literacy teacher is protecting him, praising him, encouraging him and forgiving his missteps.  They are living the notion that "Kids do well if they Can."   I can see and feel the flywheel moving for this boy.  More importantly he can feel it too!

What will it look, sound and feel like when the flywheel gains it's own energy at Wilson?  How will we know that we are reaching new levels of success?  What will be the naturally occurring payoff?  I look forward to that day!

Kids Do Well if they Can!

Kids Do Well if they Can! WE can do well too!

I would like you to view this video.  It will only take about 4 minutes.  It is powerful professional development and the foundation of our work.  If we are to guide our students on a path of maturity and productivity we have to be the change we want to see in them.  

Kids do well if they can is a difficult concept to operationalize.  

What challenges to you face to bring this concept into your paradigm?  Why is understanding the rationale critical when working with our students?

Welcome!

Welcome to the Blog!  The one stop shop for feedback, guidance and opportunity to comment on our learning.  The main focus for this blog will be to recognize excellence within the walls of our school.  We will all share in our journey toward excellence and higher achievement.  There will be days when we feel that the road is long steep and full of potholes but if we stick together we can overcome the obstacles.  Our first barrier is helping student learn the skills to be successful at school.  Many teachers have bent over backward to make sure they are 'protecting the success' of students who weren't in the past.  I can think of several 8th grade students who now have had six full days of success.  One person has recieved two WOW certificates in one day!  It is proof that if you say you can you will!

View this film and reflect how many similarities you can find with students.  We are working together to make sure that all of our little birds are NOT left "out in the cold"!

My hope that each day will continue to be successful for all of you.  I know we are running a marathon and we've just began the race.  Just remember you have made a difference in the lives of your students. They've experienced an positive beginning of the year.  We can't get a redo on making the right first impression.

Question for response;  Think...how did I make a difference for a student this week?  How do I know I did?  What was the evidence?  Realize that because you made this difference the life of that child is better!