So much of what I am learning about being a building leader is being a 'protective bubble" or a 'protective buffer' between the district and the staff. Tonight I am especially wondering what the role of a building leader is in helping 'flip the pyramid' that we saw tonight. If I know that what has meaning for teachers in improving their instruction is the classroom level assessments, how do I appropriately de-emphasize the role of the summative district and state assessments?
I agree with you Katie. Although we do not spend majority of our time looking at summative assessment, we should look at spending more time for sure. I have worked in districts where this is the primary focus and I believe it can stifle the passion, creativity, and drive of teachers and staff.
For me, the summative assessments serve both as a check of my instruction for the year and as a starting point at the start of the next. Other than that, we don't talk about it. We look at summative data in the fall and new data in the spring, and then it's done. One of the nice things about being a principal is that you get to set the agenda for professional development. If summative assessments aren't constantly brought up in PD, I suspect teachers won't voluntarily focus on them or bring them up much on their own.
Katie, I agree with you! I am finding out that sometimes we need to just take the first step and move slowly through the process. Ensuring that the culture and teachers are prepared for the changes. This week I am continually reminded that it is not about the speed that I want to go but the comfort level of the people around me.
Katie, I keep coming back to the idea of a protective "bubble" and am looking for ways that those who model leadership at the building and district level provide that for me. While remaining transparent and firm on the things that are must do's in that calm and reassuring way.
Kathi, support the belief that staff need to have passion and creativity to maintain their drive.
Today was another amazing day of conversation and collaboration. I have never been a part of a SIP and found it interesting to work with Shauna on how her school prepares and cycles through their improvement plan. Although it didn't align directly with the SIP Process Guide, I was in support of their process and could see the fundamental strength of their process.
I agree - I am feeling so grateful for what I am learning from this amazing cohort. Since I'm without a building context, I appreciate all of you who let me sponge off of your experiences.
Kathi, I wonder if there is opportunity for you to involve yourself this SIP process in the school this year. If you take the leap, I'd love to hear both about the process itself in your building as well as some of the student gains you were able to promote through this work. Good luck!
I am primarily integrating the content from the classes by being more aware of how I present myself as a leader in the building. I'm going out of my way to introduce myself to new staff in the building to make sure that they feel welcome and to make sure that they know that I am a resource to them as both the OTGS and the assessment coordinator. I'm also really excited to have learned more about the district's data site and have already had a chance to touch base with 3 teachers who've expressed a need for data, found out exactly what they needed, and provided them the data that they needed. We've only been in school for 3 days, but I already feel like my presence in the building has changed. The administration team has started including me in some of their "closed door" meetings, so I'm trying to view the discussions through various frames. I've already identified some structural conflict that is being handled in a human resources way. It's very interesting to watch how a principal handles the day-to-day now that I'm starting to be trained to think like a principal!
I agree with you on how I am changing in how I present myself in the building and how I am also being included in meetings with admin. I feel like I am looking at things from a different viewpoint... no longer on how things affect just me or my classroom, but how things affect the entire school. Almost every day, I wonder to myself.... what would I do?
Cassie, I feel the same way. I am trying to reach out to others in my building more and am being included in more of the "closed door" meetings, too. My principal gave me my first job as an intern today, which was to set up for the open house!
Due to new administration both Principal and AP, I feel that I have already had multiple opportunities to lead in our building. I appreciate the staff that has allowed me to step into that role. The "closed door" meetings that Cassie is referring to are very eye opening to me as well. I don't think that I look at anything the same anymore.
I find myself integrating many of the big philosophical ideas first in my current third grade classroom. I am immersed in creating meaningful and trust-based relationships with my new students and parents. I have spent much time trying to articulate my personal vision and mission statement through self-reflection. These reflections have integrated themselves into my practice and conversations with my students and colleagues. Dr. Knight's organizational frames are constantly rearing their heads in my mind as I analyze all aspects of our professional work. My building offers much opportunity for growth in leadership, and I am looking for the right opportunity to present itself that aligns to my admin program, personal passion, and benefits to my students. I'll keep you posted...
Ditto! It sounds like we are in the same boat and could benefit from chatting about ways we could lead in our buildings as to prepare for leading versus participating. Ditto.
Thus far I have learned the importance of having a mission and vision. While I have had the beliefs and ideas in my head about how and why I wanted to teach/lead, I realized I had never written them down for myself. I am currently processing these thoughts and writing down my personal mission and vision. I can let you know what I come up with at a later time if you implore. Also, in this stage in my career I am realizing more than ever the importance of finding my true "North."
Isn't it interesting how this class, the discussions, and the assignments have helped us to see that our beliefs and vision impact the successful implementation of our school's mission and vision. Here's to finding true North!
Hey man --I am right there with you. I am in the same boat and having realized the significance of mission and vision, I am on fire! I love this work and continue to process what's ahead for all of us. Let's keep going north... Ramon
I second your ideas. It has become apparent to me I need to figure out how to connect with a good graphic designer to implement a mission and vision for my future staff
Ryan, I have had the same thought from last week. I have thought about working on my own vision and mission statement, so I'm not 'signing up' for someone else's statements. I will be interested in seeing your statements when you are completed.
I agree, I feel since the first day of class and the impromptu principal presentations, that it is more important than ever to identify and articulate what it is I believe as an educator - which, of course, will transfer into my work as a future educator.
I started looking at Assessment Literacy sites today. Two that I found might be helpful are: Michigan Assessment Consortium. They have assessment literacy standards for students, teachers, districts, etc. It explains the different types of assessments, how to use the data, and more. They also have frameworks for SIP. Great resource. http://michiganassessmentconsortium.org/als/standards-for-teachers Another resource is the NWEA website. The new initiative is designed to advance teacher preparation and professional development in the use of assessment in teaching and learning. The initiative includes a Task Force that will guide efforts to improve assessment literacy nationwide and the newly expanded Assessmentliteracy.org website that will provide extensive resources to foster understanding of assessment and its role in learning. - See more at: https://www.nwea.org/2015/08/nwea-launches-new-initiative-to-examine-and-improve-assessment-education-for-teachers/#sthash.m2DBfFRN.dpuf
In both classes, we have been focusing on the importance of a mission and vision that all teachers and staff are using to drive their work. In my work this year, I will be working with grade level teams of teachers K-12 weekly in Inquiry Teams (aka PLC's). I would like to continually tie our work to the mission/vision/goals of our school system and facilitate teacher's collaborative reflection on how their current work ties to the mission/vision/goals. In Bernhardt ch. 8, there was an image that was especially powerful to me that visualized the difference between staff members all having different missions and staff members all working towards a common vision. Experiences of this phenomenon were discussed in our small group discussion and made me even more determined to make work towards a common goal and mission a driving factor with teachers this year.
One of our teachers recently drew a graphic to represent our mission/vision statement. It was such a great way to show what is important in our school and something that even non-readers can use and talk about!
I have suggested that we form a data team at Woodland. The admin. team will be getting together in a few weeks to talk about what kind of work we could do. I think the Data Readiness Assessment would be a great place to start. Right now, the administrators compile data for our trimester RTI meetings. I am wondering how staff members could become "active data users and creators". Perhaps the data team could work on the plan to move from one end of the continuum to the other.
Michele- I am also going to be starting a Data Leadership Team (K-12) at Chief Leschi. We are going to be using the Data Coach's Guide as a resource. I am also going to pull some resources from Driven by Data- which I suggest if you have to read it. It would be great to collaborate and discuss how the implementation of data teams are going at our respective sites.
I'm wondering the same thing. Often, during data meetings in my building we end up just reporting the same data to the admin team that we discuss as grade level teams on a weekly basis. Would teachers at your school be receptive to professional development opportunities on using data to inform instruction?
We have monthly RTI/PBIS data meetings. Three times a year we share out benchmark data about students and then monthly we share progress monitoring data and look at instruction from both the academic and behavior perspectives. The monthly meetings are a great time for staff and the support teams to meet and problem solve together. We use aimsweb (similar to DIBBLES) for benchmark and progress monitoring data. Our PLC time focuses on unit data from student pre and post tests in ELA and Math.
What I value about the "data" conversations is having a common way to look at student achievement for not only my building but as a district. Not in an evaluative way but with a growth mindset. It allows us to have rich conversations about what is working and how to best support each other.
I am making connections to many of the aspects of being a leader. Tonight's activity with the data pyramid, I am wondering where are we as a building in the recommended components and their order. I am also wondering if our staff will find it meaningful.
In what ways would you find the activity meaningful to you that you could share with them? Is there a way in which you could present the information in an inspiring way that wouldn't seem judgmental, but exciting? Can't wait to hear how you sell it.
I agree Ramon, I am trying to figure out if my staff would value the information and data presented to them. I think it is going to be really important to gauge where they are at and I think the data pyramid is going to be a great tool. Good Luck!
I wondered if I being a self proclaimed "data geek" did I look at the pyramid with rose colored glass or if my teams would support my thinking on where we are with the data process. Looking forward to a conversation with them to help frame my thinking.
I am thinking like my principal by asking myself what practices do I have in place that support the school and district vision and School Improvement Plan(SIP). I have had some real talks with my school administrator about effective instructional leadership that is all inclusive yet, straight to SIP requirements. I used current data to drive my current instruction.
I too have found myself analyzing my work from a prinipal's perspective as best as I can. Not only that, but I also try and see myself through many different lens or frames.
I think that I'm at the early stages of understanding data usage. As a PE teacher in middle school, I haven't thought that data applied to me, but mainly for the core teachers. I am now realizing that I have a lot to learn if we, as a staff, are going to affect students as a whole staff. I am very interested in finding out what my colleagues are doing in terms of collecting and analyzing student work and how they are collaborating as a team to help students.
If you're interested in learning more about data usage in your building, a great person to reach out to first would be your school's assessment coordinator. Odds are he or she is well-versed in what data is available, how it is available, and how it is used in your school and would be happy to share his/her knowledge!
Learning about the formation of a mission & vision and the CSIP has really changed the way that I look at all three. I have such a better appreciation of the work that goes into creating such important documents for a school. I also realize the importance of implementing them with fidelity. I had a conversation today, with a colleague, about how I am now looking at how things happen at our school from the eyes of a Principal.
Juhi- I too have noticed that I am starting to look at things through the view of a Principal and also have a new appreciation of the work that goes into a mission and vision. In our reading, Bernhardt mentioned that a vision "statement" is not necessarily what gets implemented. Rather it is the heart and essence behind the statement, what drove the statement, that gets implemented.
I agree Nicolle an thanks for bringing this up Juhi - I also was struck by something that was in the symbolic frame related to creating a school vision/mission (which relates to the SIP process) that sometimes it is the process that is important as well. That builds ownership and collective identity.
I really appreciate this reframing of the the CSIP process for me and I am glad that you brought this up. It made me wonder if doing a SIP plan without having a mission/vision is an efficient and effective use of time. I am looking at the work of some committees that I am on and realize how it could be so much better. Especially seeing this through the eyes of a principal as you have mentioned.
Entering a new school and district this year brings up so many questions! I love that this class is allowing me to ask questions and build background knowledge about my new environment. I am getting the opportunity to reflect on my previous experiences and my current experience to compare and contrast both. Thank you!
Working with my ELA Leaders team, I've done extensive work around the cycle of continuous improvement. We have established a mission and vision, we've conducted needs assessments, have begun drafting goals and have considered action plans around those goals. I am excited to continue this work throughout the year using many of the resources and structures suggested in the Bernhardt book. What becomes tricky is balancing those plans with the demands of state assessments, technology initiatives, etc. A work in progress, but I'm enjoying the challenge! Can't wait to see where the year goes.
One way I'm integrating the content from the classes into my practice is the lens in which I view interactions between the staff and the principal. I think a lot about what would I do in my principal's shoes: What is his intent in the information or the work that we are doing. What is he trying to help accomplish? We are currently working on a new vision and mission for our staff. As I'm reading, I am reflecting on how we just completed steps from the chapters. It is a real world example for me and helps me understand how to incorporate this into a real-life setting.
Tonight I am walking away with a lot of thoughts about the need for a clear vision in the data process for improving student achievement. Also, I keep thinking that with all of this discussions about data we are talking about real kids and what is at the heart of all of this work is trying to give each student the educational experience they can get. I also am excited about the outside perspectives I get on schools from the great people in this group.
Many of the activities and small group discussions we have directly relate to my new role as Grade Level Facilitator of our fifth grade team. I've come to realize that much of the discussion in my building regarding data is limited to leadership teams. Classroom teachers rarely are involved in the planning of our CSIP, and have no real voice in creating a shared vision that promotes student learning. The Data Pyramid exercise helped me visualize this disconnect that exists between what the research identifies as best practices in teaching and learning and what is actually implemented in my building. I have begun having discussions with my team to shift their focus away from SBAC preparation and instead focus on designing excellent formative classroom assessments. I also have discussed with my principal the idea of developing a shared vision and mission for our school that aligns with our CSIP.
I am very surprised about our Pyramid activity, and its results. My group very much chose different descriptions for each level of the pyramid. I was shocked that I got a few correct.
I am primarily integrating the content from our classes by getting involved with my building CSIP team. I am excited about the opportunity to bring some of the information about data and the strategies to bring a building together to create a vision/mission - some of which I am seeing with my school's new administration. I am also really interested, since my school has not talked too much about data in the past, about bringing in the data pyramid and starting the conversation. I think this would be a great way to see what the staff thinks about data and potentially what value they place on it.
One way that I am integrating my learnings in this class is by looking at thru different lenses. As I teach daily, my practices are more purposeful, framed in way that I am thinking about student learning more deeply than ever. My teaching method is evolving and so is my personal growth. I am hoping I can reach more students daily and provide more structured learning activities.
I had to come home before I could write as my mind has so many ideas circling around. After gaining a deeper understanding and talking to principals about their SIP...I felt like it might be a hoop to jump through. After the small group discussion, I again was reminded if the we are saying this is best practice and it is important to move a school forward. Why is it looked at as a hoop to jump through? I know there are schools that are successful without a SIP in place yet, I think how much MORE successful would they be with a clear mission and a detailed action plan. After reading many posts, I am thinking about how would I craft my own personal mission/vision statement. Using the information that I know about a school improvement plan and my buildings current reality, what would my mission be in my current placement? I appreciate the documents that were shared with as this evening as I can see these as important steps in this process.
So much of what I am learning about being a building leader is being a 'protective bubble" or a 'protective buffer' between the district and the staff. Tonight I am especially wondering what the role of a building leader is in helping 'flip the pyramid' that we saw tonight. If I know that what has meaning for teachers in improving their instruction is the classroom level assessments, how do I appropriately de-emphasize the role of the summative district and state assessments?
ReplyDeleteI agree with you Katie. Although we do not spend majority of our time looking at summative assessment, we should look at spending more time for sure. I have worked in districts where this is the primary focus and I believe it can stifle the passion, creativity, and drive of teachers and staff.
DeleteFor me, the summative assessments serve both as a check of my instruction for the year and as a starting point at the start of the next. Other than that, we don't talk about it. We look at summative data in the fall and new data in the spring, and then it's done. One of the nice things about being a principal is that you get to set the agenda for professional development. If summative assessments aren't constantly brought up in PD, I suspect teachers won't voluntarily focus on them or bring them up much on their own.
DeleteKatie, I agree with you! I am finding out that sometimes we need to just take the first step and move slowly through the process. Ensuring that the culture and teachers are prepared for the changes. This week I am continually reminded that it is not about the speed that I want to go but the comfort level of the people around me.
DeleteKatie, I keep coming back to the idea of a protective "bubble" and am looking for ways that those who model leadership at the building and district level provide that for me. While remaining transparent and firm on the things that are must do's in that calm and reassuring way.
DeleteKathi, support the belief that staff need to have passion and creativity to maintain their drive.
Today was another amazing day of conversation and collaboration. I have never been a part of a SIP and found it interesting to work with Shauna on how her school prepares and cycles through their improvement plan. Although it didn't align directly with the SIP Process Guide, I was in support of their process and could see the fundamental strength of their process.
ReplyDeleteI agree - I am feeling so grateful for what I am learning from this amazing cohort. Since I'm without a building context, I appreciate all of you who let me sponge off of your experiences.
DeleteKathi, I wonder if there is opportunity for you to involve yourself this SIP process in the school this year. If you take the leap, I'd love to hear both about the process itself in your building as well as some of the student gains you were able to promote through this work. Good luck!
DeleteAlso grateful for the cohort of awesomeness! I, too, am in a unique role and SO appreciate everyone's willingness to share perspectives.
DeleteI agree. I appreciate all that I am learning with and from you!
DeleteI am appreciative for all of you in unique settings and outside agencies as it is allowing us to see the bigger picture.
DeleteI am primarily integrating the content from the classes by being more aware of how I present myself as a leader in the building. I'm going out of my way to introduce myself to new staff in the building to make sure that they feel welcome and to make sure that they know that I am a resource to them as both the OTGS and the assessment coordinator. I'm also really excited to have learned more about the district's data site and have already had a chance to touch base with 3 teachers who've expressed a need for data, found out exactly what they needed, and provided them the data that they needed. We've only been in school for 3 days, but I already feel like my presence in the building has changed. The administration team has started including me in some of their "closed door" meetings, so I'm trying to view the discussions through various frames. I've already identified some structural conflict that is being handled in a human resources way. It's very interesting to watch how a principal handles the day-to-day now that I'm starting to be trained to think like a principal!
ReplyDeleteI agree with you on how I am changing in how I present myself in the building and how I am also being included in meetings with admin. I feel like I am looking at things from a different viewpoint... no longer on how things affect just me or my classroom, but how things affect the entire school. Almost every day, I wonder to myself.... what would I do?
DeleteCassie, I feel the same way. I am trying to reach out to others in my building more and am being included in more of the "closed door" meetings, too. My principal gave me my first job as an intern today, which was to set up for the open house!
DeleteDue to new administration both Principal and AP, I feel that I have already had multiple opportunities to lead in our building. I appreciate the staff that has allowed me to step into that role. The "closed door" meetings that Cassie is referring to are very eye opening to me as well. I don't think that I look at anything the same anymore.
DeleteI find myself integrating many of the big philosophical ideas first in my current third grade classroom. I am immersed in creating meaningful and trust-based relationships with my new students and parents. I have spent much time trying to articulate my personal vision and mission statement through self-reflection. These reflections have integrated themselves into my practice and conversations with my students and colleagues. Dr. Knight's organizational frames are constantly rearing their heads in my mind as I analyze all aspects of our professional work. My building offers much opportunity for growth in leadership, and I am looking for the right opportunity to present itself that aligns to my admin program, personal passion, and benefits to my students. I'll keep you posted...
ReplyDeleteDitto! It sounds like we are in the same boat and could benefit from chatting about ways we could lead in our buildings as to prepare for leading versus participating. Ditto.
DeleteThus far I have learned the importance of having a mission and vision. While I have had the beliefs and ideas in my head about how and why I wanted to teach/lead, I realized I had never written them down for myself. I am currently processing these thoughts and writing down my personal mission and vision. I can let you know what I come up with at a later time if you implore. Also, in this stage in my career I am realizing more than ever the importance of finding my true "North."
ReplyDeleteSuch a good idea, I need to assign myself to do this.
DeleteIsn't it interesting how this class, the discussions, and the assignments have helped us to see that our beliefs and vision impact the successful implementation of our school's mission and vision. Here's to finding true North!
DeleteHey man --I am right there with you. I am in the same boat and having realized the significance of mission and vision, I am on fire! I love this work and continue to process what's ahead for all of us. Let's keep going north... Ramon
DeleteI second your ideas. It has become apparent to me I need to figure out how to connect with a good graphic designer to implement a mission and vision for my future staff
Delete1) Does your school have a vision and a mission?
Delete2) Do you feel your school's vision/mission reflects your teaching?
Wow! What a great way to process the information that we have learned. I think that I need to do that for myself, too!
DeleteRyan, I have had the same thought from last week. I have thought about working on my own vision and mission statement, so I'm not 'signing up' for someone else's statements. I will be interested in seeing your statements when you are completed.
DeleteI agree, I feel since the first day of class and the impromptu principal presentations, that it is more important than ever to identify and articulate what it is I believe as an educator - which, of course, will transfer into my work as a future educator.
DeleteI started looking at Assessment Literacy sites today. Two that I found might be helpful are: Michigan Assessment Consortium. They have assessment literacy standards for students, teachers, districts, etc. It explains the different types of assessments, how to use the data, and more. They also have frameworks for SIP. Great resource. http://michiganassessmentconsortium.org/als/standards-for-teachers
ReplyDeleteAnother resource is the NWEA website. The new initiative is designed to advance teacher preparation and professional development in the use of assessment in teaching and learning. The initiative includes a Task Force that will guide efforts to improve assessment literacy nationwide and the newly expanded Assessmentliteracy.org website that will provide extensive resources to foster understanding of assessment and its role in learning. - See more at: https://www.nwea.org/2015/08/nwea-launches-new-initiative-to-examine-and-improve-assessment-education-for-teachers/#sthash.m2DBfFRN.dpuf
Thank you for these resources!
DeleteThese resources are great!!! I will check-out a few. THANK YOU!
DeleteBeth, the Michigan Assessment Consortium sounds like a very good resource for me to start with to learn more as I progress. Thank you.
DeleteThank you Beth! I look forward to reading up on these!
DeleteThis is awesome information! Thank you, Beth.
DeleteIn both classes, we have been focusing on the importance of a mission and vision that all teachers and staff are using to drive their work. In my work this year, I will be working with grade level teams of teachers K-12 weekly in Inquiry Teams (aka PLC's). I would like to continually tie our work to the mission/vision/goals of our school system and facilitate teacher's collaborative reflection on how their current work ties to the mission/vision/goals. In Bernhardt ch. 8, there was an image that was especially powerful to me that visualized the difference between staff members all having different missions and staff members all working towards a common vision. Experiences of this phenomenon were discussed in our small group discussion and made me even more determined to make work towards a common goal and mission a driving factor with teachers this year.
ReplyDeleteOne of our teachers recently drew a graphic to represent our mission/vision statement. It was such a great way to show what is important in our school and something that even non-readers can use and talk about!
DeleteI have suggested that we form a data team at Woodland. The admin. team will be getting together in a few weeks to talk about what kind of work we could do. I think the Data Readiness Assessment would be a great place to start. Right now, the administrators compile data for our trimester RTI meetings. I am wondering how staff members could become "active data users and creators". Perhaps the data team could work on the plan to move from one end of the continuum to the other.
ReplyDeleteMichele- I am also going to be starting a Data Leadership Team (K-12) at Chief Leschi. We are going to be using the Data Coach's Guide as a resource. I am also going to pull some resources from Driven by Data- which I suggest if you have to read it. It would be great to collaborate and discuss how the implementation of data teams are going at our respective sites.
DeleteDo you have a common place for your data to go?
DeleteIf yes, does your staff know how to access this data?
I'm wondering the same thing. Often, during data meetings in my building we end up just reporting the same data to the admin team that we discuss as grade level teams on a weekly basis. Would teachers at your school be receptive to professional development opportunities on using data to inform instruction?
DeleteWe have monthly RTI/PBIS data meetings. Three times a year we share out benchmark data about students and then monthly we share progress monitoring data and look at instruction from both the academic and behavior perspectives. The monthly meetings are a great time for staff and the support teams to meet and problem solve together. We use aimsweb (similar to DIBBLES) for benchmark and progress monitoring data. Our PLC time focuses on unit data from student pre and post tests in ELA and Math.
DeleteWhat I value about the "data" conversations is having a common way to look at student achievement for not only my building but as a district. Not in an evaluative way but with a growth mindset. It allows us to have rich conversations about what is working and how to best support each other.
I am making connections to many of the aspects of being a leader. Tonight's activity with the data pyramid, I am wondering where are we as a building in the recommended components and their order. I am also wondering if our staff will find it meaningful.
ReplyDeleteI agree and would love an opportunity to do this with our staff at WAVA.
DeleteIn what ways would you find the activity meaningful to you that you could share with them? Is there a way in which you could present the information in an inspiring way that wouldn't seem judgmental, but exciting? Can't wait to hear how you sell it.
DeleteI was wondering the same thing Ramon. If you do this soon, could you please share the results with the cohort?
DeleteI agree Ramon, I am trying to figure out if my staff would value the information and data presented to them. I think it is going to be really important to gauge where they are at and I think the data pyramid is going to be a great tool. Good Luck!
DeleteI wondered if I being a self proclaimed "data geek" did I look at the pyramid with rose colored glass or if my teams would support my thinking on where we are with the data process. Looking forward to a conversation with them to help frame my thinking.
DeleteI am thinking like my principal by asking myself what practices do I have in place that support the school and district vision and School Improvement Plan(SIP). I have had some real talks with my school administrator about effective instructional leadership that is all inclusive yet, straight to SIP requirements. I used current data to drive my current instruction.
ReplyDeleteI too have found myself analyzing my work from a prinipal's perspective as best as I can. Not only that, but I also try and see myself through many different lens or frames.
DeleteI think that I'm at the early stages of understanding data usage. As a PE teacher in middle school, I haven't thought that data applied to me, but mainly for the core teachers. I am now realizing that I have a lot to learn if we, as a staff, are going to affect students as a whole staff. I am very interested in finding out what my colleagues are doing in terms of collecting and analyzing student work and how they are collaborating as a team to help students.
ReplyDeleteIf you're interested in learning more about data usage in your building, a great person to reach out to first would be your school's assessment coordinator. Odds are he or she is well-versed in what data is available, how it is available, and how it is used in your school and would be happy to share his/her knowledge!
DeleteLearning about the formation of a mission & vision and the CSIP has really changed the way that I look at all three. I have such a better appreciation of the work that goes into creating such important documents for a school. I also realize the importance of implementing them with fidelity. I had a conversation today, with a colleague, about how I am now looking at how things happen at our school from the eyes of a Principal.
ReplyDeleteJuhi- I too have noticed that I am starting to look at things through the view of a Principal and also have a new appreciation of the work that goes into a mission and vision. In our reading, Bernhardt mentioned that a vision "statement" is not necessarily what gets implemented. Rather it is the heart and essence behind the statement, what drove the statement, that gets implemented.
DeleteI agree Nicolle an thanks for bringing this up Juhi - I also was struck by something that was in the symbolic frame related to creating a school vision/mission (which relates to the SIP process) that sometimes it is the process that is important as well. That builds ownership and collective identity.
DeleteI really appreciate this reframing of the the CSIP process for me and I am glad that you brought this up. It made me wonder if doing a SIP plan without having a mission/vision is an efficient and effective use of time. I am looking at the work of some committees that I am on and realize how it could be so much better. Especially seeing this through the eyes of a principal as you have mentioned.
DeleteEntering a new school and district this year brings up so many questions! I love that this class is allowing me to ask questions and build background knowledge about my new environment. I am getting the opportunity to reflect on my previous experiences and my current experience to compare and contrast both. Thank you!
ReplyDeleteI am excited to see you on Thursday night and hear your perspective on both districts. Thank you for your honest insightful lenses.
DeleteWorking with my ELA Leaders team, I've done extensive work around the cycle of continuous improvement. We have established a mission and vision, we've conducted needs assessments, have begun drafting goals and have considered action plans around those goals. I am excited to continue this work throughout the year using many of the resources and structures suggested in the Bernhardt book. What becomes tricky is balancing those plans with the demands of state assessments, technology initiatives, etc. A work in progress, but I'm enjoying the challenge! Can't wait to see where the year goes.
ReplyDeleteOne way I'm integrating the content from the classes into my practice is the lens in which I view interactions between the staff and the principal. I think a lot about what would I do in my principal's shoes: What is his intent in the information or the work that we are doing. What is he trying to help accomplish?
ReplyDeleteWe are currently working on a new vision and mission for our staff. As I'm reading, I am reflecting on how we just completed steps from the chapters. It is a real world example for me and helps me understand how to incorporate this into a real-life setting.
Tonight I am walking away with a lot of thoughts about the need for a clear vision in the data process for improving student achievement. Also, I keep thinking that with all of this discussions about data we are talking about real kids and what is at the heart of all of this work is trying to give each student the educational experience they can get. I also am excited about the outside perspectives I get on schools from the great people in this group.
ReplyDeleteMany of the activities and small group discussions we have directly relate to my new role as Grade Level Facilitator of our fifth grade team. I've come to realize that much of the discussion in my building regarding data is limited to leadership teams. Classroom teachers rarely are involved in the planning of our CSIP, and have no real voice in creating a shared vision that promotes student learning. The Data Pyramid exercise helped me visualize this disconnect that exists between what the research identifies as best practices in teaching and learning and what is actually implemented in my building. I have begun having discussions with my team to shift their focus away from SBAC preparation and instead focus on designing excellent formative classroom assessments. I also have discussed with my principal the idea of developing a shared vision and mission for our school that aligns with our CSIP.
ReplyDeleteI am very surprised about our Pyramid activity, and its results. My group very much chose different descriptions for each level of the pyramid. I was shocked that I got a few correct.
DeleteThis is a cohort of awesomeness and I'm grateful to be a part of it! Peace!
ReplyDeleteI am primarily integrating the content from our classes by getting involved with my building CSIP team. I am excited about the opportunity to bring some of the information about data and the strategies to bring a building together to create a vision/mission - some of which I am seeing with my school's new administration. I am also really interested, since my school has not talked too much about data in the past, about bringing in the data pyramid and starting the conversation. I think this would be a great way to see what the staff thinks about data and potentially what value they place on it.
ReplyDeleteMy campus has discussed data, when considering school overall scores in comparisons. I have only seen a pyramid for behavior results data.
DeleteOne way that I am integrating my learnings in this class is by looking at thru different lenses. As I teach daily, my practices are more purposeful, framed in way that I am thinking about student learning more deeply than ever. My teaching method is evolving and so is my personal growth. I am hoping I can reach more students daily and provide more structured learning activities.
ReplyDeleteThat's awesome Ramon! When teachers put students at the center only good things can happen. And we just got started!
DeleteI had to come home before I could write as my mind has so many ideas circling around. After gaining a deeper understanding and talking to principals about their SIP...I felt like it might be a hoop to jump through. After the small group discussion, I again was reminded if the we are saying this is best practice and it is important to move a school forward. Why is it looked at as a hoop to jump through? I know there are schools that are successful without a SIP in place yet, I think how much MORE successful would they be with a clear mission and a detailed action plan. After reading many posts, I am thinking about how would I craft my own personal mission/vision statement. Using the information that I know about a school improvement plan and my buildings current reality, what would my mission be in my current placement? I appreciate the documents that were shared with as this evening as I can see these as important steps in this process.
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