Sticks and Stones May Break My Bones...

As I write this, I am on my lunch break during Day 3 of my professional learning in cognitive coaching.  This experience, as well as the day I recently spent at a seminar with Peter Johnston, author of "Opening Minds: Using Language to Change Lives," has truly stimulated my thinking about our use of language.  In fact, even though my head is spinning with a lot of new ideas, I am confident that I have never before thought this much about language choice, nor on how my choices may impact others.

In a nutshell, cognitive coaching is about individuals supporting each other through conversation.  Ultimately, as instructional coaches, we want teachers to see an increase in their own performance and resourcefulness. In other words, we want to promote their thinking and action for self-growth, with no predetermined outcome.  Peter Johnston's approach is directed at the teacher-student relationship, and awareness of metacognition. Yet, it is similar to cognitive coaching -- how might language either invite or stifle thinking?

So, I think that begs the question of how often do we truly listen to others without focusing on ourselves? Framed another way, how might we pose open-ended, nonjudgmental responses that prod our conversation partner to further their own thinking?  As a teacher, a colleague, a life partner, or a friend, how might we do a better job of being "in the moment," setting our own story, preconceived solutions, or inquisitiveness aside?

It is hard, yet valuable work.  When we stop trying to be the "fixer" or "solution person," not only do we boost other people's growth, but our own as well.  What a relief it is to let go of the fixer mantle -- to let go of the control that is just an illusion anyway.  Once we let go and let others empower themselves, we also empower ourselves to shed fixed roles, and seek new heights.

J. Walton

(P.S. -- for a more humorous look at being a better listener, check out "It's Not About The Nail," https://www.youtube.com/watch?v=-4EDhdAHrOg).

Space Jam

Recently, I have been writing (and re-writing) a “Personal Statement” as part of my application to the Educational Leadership program at Michigan State.  The directive was to talk about how my life experiences brought me to this point of applying to the program.  As part of that, I did a lot of reflecting on what motivated a successful commercial litigation attorney (me, in case you were wondering) to switch careers, and then I concentrated on the joy and meaning I have found in being a teacher.

What I ended up crafting looks a lot like a personal mission/vision statement, and even if I decide not to pursue this specific academic avenue next year, I am glad I took the time to write it.  In the here and now, I feel more grounded in my work.  It helps me realize my non-negotiables (also known as my “North Star” per Kenneth Williams, or my “Space Jam” per Kid President). 

What would your personal mission/vision statement look like?  I’m not asking you to write one, I’m just wondering what grounds you in your work.  What are your non-negotiables?  What brings you to your school or classroom each day?  What gives you life, feeds your soul, or warms your heart?  How do you celebrate success, for yourself and/or your students? 

Take 10-15 minutes of quiet time over the next few days to contemplate these questions, and then use the comment section below to record your reflections if you feel so inclined. There are no right or wrong responses, but someone else may be inspired by your thoughts.  Welcome to the Space Jam.

J. Walton

You can teach an old dog new tricks...

Last Friday, I took a three-hour plus, computer based standardized test – the GRE.  Heading into it, I was focused solely on myself.  Once I was done, with the help of some colleagues, I began to think about my experience as paralleling that  of students today.

In Michigan, we know that state computer-based testing is just on the horizon.  In our district, students are already taking formative and summative computer assessments for certain classes or district purposes, and some students have participated in S-BAC pilot testing.  I wonder how my experience compares to theirs.

First, a caveat.  I was not nervous about the test.  This completely distinguishes me from most of our kids today, even on a formative assessment.  Why?  Maybe because I chose to take this test?  Or maybe because of my age and life experience?  In any event, I am well aware of the huge role that anxiety plays in test-taking for our kids.  Does computer-based testing add to this anxiety?

The last time I took a “mandated” test was 2002, when I had to pass my teaching certification tests in Political Science and History.  I took both on the same day, and both were multiple-choice, paper-and-pencil tests with a bubble answer sheet.  I sat in a classroom at Calvin College, in a regular college-style desk, with about 20-30 other testees all around me.  The proctor was in the front of the room.  I definitely had anxiety that day.  I had heard how many teachers do not pass the History certification test on the first go-around, and I was taking it AND another one on the same day.  Lucky for me, I did pass both (happily, on the first try).

This time, I went to a Prometric Testing Center.  The other people who were showing up to test at my appointed time were there for a whole variety of tests.  We waited out in a small lobby, and were admitted to a processing area one at a time. I had to put everything except my ID into a locker – even my watch.  I had to turn my pockets inside out, and be wanded for any electronics I might be trying to sneak in.  It reminded me of going through airport security, except that I got to keep my shoes on.  My picture was taken and inserted into the electronic answer form I would be using.  I truly felt like a “number.”  I didn’t feel like anyone but myself was invested in my performance.  I would hope that as teachers proctor assessments, even those that are computer-based, that we would try to connect with our kids so that they are reminded we care.

As I entered the testing room, I was directed to a carrel that was set up for me.  It had a desk top computer, a pair of noise-deafening headphones, two pencils, and a booklet of scratch paper.  I couldn’t see any other testee, but I could hear them.  The “proctor” was in the processing area; she could see all of us through windows, but if we needed her, we had to raise our hand.  There was no clock in the room that I could see, but each section of the test had a countdown function so I knew how much time I had left on any specific part. 

Once my picture and form came up on the screen, I could begin.  The first task I had was a 30 minute writing activity.  I quickly donned the headphones, as the clicking noises from the other computers was distracting. The headphones were not comfortable, especially with my glasses on.  I knew ahead of time that I had the option of bringing my own ear buds or ear plugs; I wish I would have done so.

At first, I didn’t like planning on the paper and then typing on the screen.  However, well into the writing, I was happy I could cut and paste, as opposed to drawing arrows on a written essay to change the order in which I wanted the argument to flow.  Also, I know that the typed version was much neater than any handwritten piece I could have produced.  By the time I got to the second writing task, I felt a lot more comfortable with the format.  Our students today are so used to writing in this way, I’m not sure they would have the same feelings I did.

My third and fifth sections were “Quantitative Reasoning,” otherwise known as math.  It was a mix of algebra, geometry, and basic math skills.  My next tool to learn and tackle was the on-screen calculator.  It was fairly easy to use, but I didn’t like where it showed up.  I had to move it each time I opened it.  I also used the scratch paper a lot for the math, because I was more comfortable doing some of the computations by hand – that shows my age.  While kids today have access to calculators at a very early age, I don’t remember getting one until 11^th grade when I took calculus. I suspect our students will have no problems navigating the on-line calculator.

The other two sections of the test were “Verbal Reasoning.”  These sections were mostly reading comprehension and vocabulary use.  There were on-line highlighting tools available, but I didn’t use them.  I didn’t want to waste time trying to figure them out. Had I been taking a paper test, I definitely would have used my pencil to circle or underline parts of the reading passages.  In the end, because I am a strong reader, I don’t think it impacted my score, but it did frustrate me a bit. 

There were breaks available during the test, but I didn’t take them.  Not because I had a point to prove, but because I had a meeting in the afternoon I was trying to make.  By the time I was done, three hours and fifteen minutes had passed.  I was flabbergasted.  I had no real sense of the passage of time.  I was also mentally exhausted.  Utterly and thoroughly exhausted – any thinking I tried later in the day was labored and ineffective.  Even if I had taken the short breaks, it would not have lessened the intellectual weariness I felt.  I think we need to be mindful of the energy toll tests take on our kids.

The experience has given me some insight into what we are asking our students to do.  What do you think?

When Hard = Fun

"I hate the idea that, when it comes to books and learning, hard is often seen as the opposite of fun.  It's strange to me that we should be so quick to give up on a book or a math problem when we are so willing to grapple, for centuries if necessary, with a single level of Angry Birds."   John Green

This quote resonated with me when I first came across it, and I thought it would make a good “signature” quote for my outgoing email messages.  Within a few days, I also really began to think more deeply about it.  Why don’t we approach “hard” school learning with that same persistence, zeal, and eagerness? Why is “hard” not "fun" when it happens in school? 

I don’t have the answer, but I do have more questions.  Is the “win” in learning, which will stay with the student forever, seen as less valuable than a fleeting satisfaction of achieving a level in a competitive game?   Is it because K-12 education is compulsory, and theoretically not a choice?  Do we as teachers see our students as an audience we hold captive, rather than an audience we could captivate?

And then, I try to see what this kind of fun would look like.  I am picturing a student reading a very complex text, and after days of tackling it, shouting “yes! I conquered it!  I’ve mastered that level, and I can’t wait to do the same to the next one!”  Or another student remarking to friends, “I’m addicted to story problems; I stay up late doing them because I can’t get enough. The app is free – download it. I’ll show you some of the tricks to be successful.”  Far-fetched?  A fantasy?  I hope not.

What do you think?

J. Walton

Go Slow to Go Fast

Our district professional learning season has begun, with the over-arching theme of "Facing the Same Direction."   Around here, thanks to Margie, we have a saying: "go slow in order to go fast."  Professional learning needs to be planned, coordinated, and linked together in a meaningful way, over time, so that ultimately teachers soar and students achieve.  

For the first time in memory, we already have a professional learning calendar for the upcoming year, with dates, hours, purpose, and areas of focus.  Any staff member can view it, and see the plan.  Our big, new piece is the implementation of the Art and Science of Teaching instructional framework and iObservation (Marzano Teacher Evaluation Model).  We have a three-year plan for the roll-out, and our primary focus for 2013-14 is on Domain 1 - Classroom Strategies and Behaviors. 

In addition, we will continue to work on individual school improvement plans.  It is hard sometimes to wrap one's head around how seemingly different "messages" all support the same theme.  Too often in education, we feel that we are being asked to simultaneously implement policies, programs, or projects that are not coordinated. As we participated  in our first two days of Marzano training last week, it was very helpful to think of the tie between our pieces:

• Each building has a School Improvement Plan, with goals, for student growth and achievement
• Each grade level or department should formulate its own goal(s) for student growth and achievement, based on available data and tied to the building goals
• Teachers within grade levels or departments should identify one or more elements in Domain 1 that tie to goals and ask administrators to focus teacher evaluations and professional growth in that area

Taking a methodical, strategic approach to professional learning requires patience, hard work, on-going evaluation, and lots of planning.  But the long-term reward is effective and efficient instructional practices, which translate into student growth and achievement.

As we face the same direction this year, focusing on learning, collaborative culture, and results, we will purposefully go slow, so that we can go fast in the years to come.

Submitted by JWalton

Reflect, Refresh, Recharge

In the last two days, I've read two different pieces on the value and use of vacation or downtime.  The first, "Summertime Listening for Leaders" (http://blogs.edweek.org/edweek/leadership_360/2013/06/summertime_listening_for_leaders.html), discusses how educational leaders can use the summer months to their advantage.  The second, "Vacation days" (http://discoversantosha.com/2013/06/26/vacation-days/), is a more circumspect look at surrendering to slowing down.  In the spirit of full disclosure, I will admit that the second piece was written by my sister Jill, who is a wellness coach/trainer.

Both pieces helped me reflect on how I am using my time this summer.  Ironically, I type this as I am sitting in the Instructional Coaches "office" (for those of you who have seen it, you know why I can only loosely use that term) working on a couple of projects.  But coming in this afternoon was my choice.  Frankly, I spent the morning in my pajamas, in bed, reading the scotusblog and texting with my friend Karen as the Supreme Court handed down two important decisions on equality.  Making my own schedule today was refreshing.

I was originally scheduled to be in Ann Arbor June 27-30 to attend some really cool professional learning.  But after having been gone from home almost two weeks already this month, I decided to decline and give someone else the opportunity to attend.  Being at home with my kids and hanging out with friends is definitely a way to recharge my inner self.  While I do love to do professional learning in the summer, I realized that I needed to step back right now for myself.

So, what will you do this summer to reflect, refresh, and recharge?

"The answer is in the room"

The last four months as an Instructional Coach have produced more "a-ha" moments than I can count.  Whenever one occurs (as it did late last night), it is usually because of the simplistic brilliance of someone I work with.

In a meeting yesterday, our Director of Instructional Services made the statement, "the answer is in the room."  This was the second time I heard it from her -- I believe the first was in a comment to an earlier blog post about common assessments.  In any case, like many things, you have to hear it multiple times before the "a-ha" hits you.  Even though she said it in late afternoon evening, it did not really strike me until hours later.

As educators, we struggle with many weighty issues because we care so deeply about kids.  At times, we even feel like Sisyphus, rolling the rock to the top of the mountain over and over again, only to have it roll back down to its original starting point.  Over time, it can make one feel helpless and even hopeless.

But here's the good news.  The answer is in the room.  When we sit down together and collaborate on issues, we need to remember that we are the experts.  We're professionals.  The answer is in the room.  Sometimes one person in the room has the answer, but more often than not, each person in the room has a piece of the answer, and it just takes collaboration to pull it all together.

The answer is in the room.

Legislation Hesitation

Currently, the government here in Michigan is rethinking or slowing down on two important pieces in the education world -- the Common Core State Standards and the Next Generation Science Standards.  Yesterday, I spent the day at the Kellogg Center for an "introduction" to the NGSS -- originally supposed to be the roll-out until Michigan put on the brakes.

All politics aside, like many of the attendees, I was frustrated by our lack of not knowing what the state will do.  However, one of the speakers yesterday really challenged me to think of it in a bigger way.  In essence, her message was that regardless of the action taken by the state, teachers should always strive to use best practices.  Thus, if the research behind the NGSS shows that this is the best way to teach science K-12, we should use it notwithstanding state decisions.

That makes perfect sense to me.  I flipped my classroom without any mandate from the state or my district because I knew it was best for kids.  Another teachers I know is "resuscitating" her high school students' lost love for reading by taking them to the media center and - gasp - letting them choose any book to read.  No tests, no quizzes, just a letter to the teacher as to the student's thoughts as they wend their way through the book.  Early results?  KIDS LOVE IT and are looking forward to reading each day!

When we do what's best for kids, we will always make the right decision, regardless of what decisions are being made on our state or national level.  Research shows us that when we actively engage kids in learning, based on the right balance of rigor, relevance, and relationships, they will soar.  Don't be paralyzed by "legislation hesitation" -- be proactive..

J Walton

Collaborative Culture

In their book Leaders of Learning, DuFour and Marzano write the following on p. 67: "The focus must shift from helping individuals to become more effective in their isolated classrooms and schools, to creating a new collaborative culture based on interdependence, shared responsibility, and mutual accountability."  I've been thinking about some of the different parts of that statement, specifically: 1) isolated classrooms; 2) collaborative culture; and 3) mutual accountability.

First, what do we mean by "isolated"? Is it location?  Is it a work habit?  Is it the way that teacher is treated by others in the building?  I'm confident that the authors meant that we needed to go from focusing on individual teachers to targeting collaborative communities.  But, teachers can still be and/or feel "isolated" even when part of a collaborative community, if the community is not committed to equal partnership. And, some teachers in a building teach stand-alone courses; thus, even if they are part of a larger department, teachers can feel isolated.

I think the answer lies in how the second term, "collaborative culture," is understood and implemented.  As the authors write on p. 69: "Educators...are asked to relate to colleagues and students in new ways."  In a sense, we must forget the past and work toward a new future.  Everyone has the capacity to grow and change, and we must provide them an opportunity to do so.  Just like we would not give up on a student in our classroom, we must never give up on a colleague.  Culture is how we operate; the "feel" to what we are doing.  A successful collaborative culture means that everyone is committed to the process, even when it is hard and long.

However, we must be accountable to each other in some way that is meaningful.  Who among us doesn't have a horror story about being part of a group working on a project when someone didn't pull their weight? As teachers, we know the value of group work for our students, so why don't we value the same among ourselves?  Is it a lack of trust?  Is it an issue of control?  Is it our past experiences with some of the people in our group?  Just as teachers must ensure accountability among group members in the classroom, I suggest that a principal or other building leader must ensure accountability among teacher members of a collaborative community.  Not as a "hammer," but more a measuring tape or guide of full support (maybe the sawhorse?  Never mind).  And, teachers need to acknowledge and own their mutual accountability to each other.

Instructional coaches can be very helpful in assisting principals to set up successful collaborative teams, and thus help foster a positive collaborative culture.  But ultimately, the teachers need to make it work.  I believe that given the right atmosphere, all teachers would want to collaborate (and not be isolated).  But the field of education hasn't always done a good job of creating that atmosphere.  Let's hope we've turned the corner.

JW

"The Art of Coaching"

I recently began reading Elena Aguilar's "The Art of Coaching."  She sets forth a new model, called "transformational coaching." Even though it is early in my reading, one piece, found on page 11, has already resonated with me:

"In addition, the potential of coaching cannot be realized if certain conditions are not in place.  Daniel Coyle, author of The Talent Code (2009), describes coaches as farmers who cultivate talent in others.  As someone who has long admired the patience, attentiveness, and groundedness of farmers, I love this analogy.  it is also apt when considering what needs to be in place for coaching to be effective: the land must be fertile, invasive weeds need to have been removed, and the seeds can't be old and moldy.  A farmer must be aware of local climate -- you can't plant pineapples in Alaska and expect them to thrive."

Michelle and I had a conversation this morning about the farmer metaphor.  Michelle's metaphor for coaching is one of a gardener, with some easy comparisons to the farmer, yet a lot of deeper meaning for her when she thinks of a garden instead of a field.  I'm not sure yet what my metaphor is -- not that it is required I have one -- but I do believe that metaphors help all of us see our vision more clearly.

I've often thought of teaching in terms of tossing pebbles into a pond.  We see immediate ripples on the surface, and watch them them slowly spread outward.  Even when we no longer see a disturbance on the surface, the impact of the pebbles is till being felt below the surface.  At this point, I suspect I see coaching through this lens as well, but as I read and learn each day, I choose to be open to other visions.

--JWalton

The Process of Learning

"We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn." Peter Drucker I am becoming very mindful of the importance of the "process" as it relates to learning, collaborating, and coaching.  Last week, we saw an interesting YouTube video about Process v. Event (http://www.youtube.com/watch?v=ngHccKbSBl8).  It was a great reminder that while an "event" many attract a lot of attention and excite people, no vision or work can be carried into action without a well-thought out process that follows the event. Process takes time, and many people today feel that time is a dwindling resource in their professional and personal lives.  So, how do we "find" or "make" time to give process the respect it deserves?  I am still reminding myself each day to slow down by concentrating on the thought that the stronger the process, the stronger the result. Just as process takes time, so does learning -- especially when learning is part of the process.  I am fortunate that I have great teachers -- my fellow ICs, our Director of Instructional Services, and our Asst. Superintendent for Instruction -- who immediately surround me and teach me how to learn.  But there are many others in all of lives who teach us how to learn -- especially our kids (those in our classrooms and those in our house). And finally, change takes time, and this is a process that makes some very uncomfortable.  But think about it -- nothing in our lives ever really stays the same -- not the weather, not our job, not our relationships...you get the idea.  Each day something new comes our way, whether we're ready or not, and how we react to it shapes our mood.  A friend of mine has a sign in her classroom that reads "Embrace Confusion" -- a great reminder that we will never know it all, because it is, as Peter Drucker states, "a lifelong process." JWalton

Professional Learning

So, some of us spent Tuesday and Wednesday with Joellen Killion in a professional learning piece about...professional learning.  More specifically, it was about evaluating professional learning, and I really feel a lot better about working on SIPs with the high school SSTs now, especially due to my work with part of the CHS SST over the two days.  In a larger sense, I feel like my eyes have been opened to a whole new way of looking at PL as strategic planning.  I am excited to continue working on this piece.

Today, I am back at the KISD with 3 high school teachers (one from each of our high schools) in a professional learning piece entitled "Common Core: Leading the Change."  I attended a similar piece by the presenter back in February at MSTC, so I am learning and coaching again today.  A nice feeling.

JWalton

Assessments

I am forming a leadership team as a precursor to working with high school department chairs on common assessments.  The scope of the project is a bit mind-boggling; we've only had stops and starts on this in the past.  We do need a clear vision across our three high schools, but I'm not sure how long the process should or will take.  I wonder what other districts across our state and the country are doing on this issue -- I have googled the same, but there is nothing for a work-in-progress -- it is all a finished project.  If anyone out there has any thoughts, suggestions, or comments, let me know.

JW

Introduction

We are the Instructional Coaches with Forest Hills Public Schools in Grand Rapids, Michigan.  There are nine of us, each with specific focus areas within our K-12 structure.  We are starting this Blog to share our experiences and hopefully to hear yours.