E-Hints Related to Governance and Leadership

Below is an archive of E-Hints related to the governance and leadership of curriculum, instruction, and assessment work. We welcome you to use them to make improvements district- or schoolwide, or share them with a colleague who might benefit.

Thank you for ensuring that your staff is doing what's best for kids!

Leadership Tip - Participate in the development of curriculum. Select a subject area that you are most familiar with and be an active member of that committee. You'll have a better understanding of what is involved and how the curriculum is intended to be used.

Do Standards Improve Learning?

February 4, 2020 by Rhonda Renfro

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Eight years later, did the Common Core Standards help or hurt? This might be the million-dollar question with equal numbers of supporters on each side of the debate. While this question can be posed regarding any set of state or national standards followed by a district in the past or present, one important distinction to remember is that not all districts providing scores started the implementation of the Common Core Standards at the same time. The debate rages based on measures of learning and implementation of instruction, which both might be valid or invalid to varying degrees. A look at some factors could lend skepticism in the use of data collected at this point, both positive and negative. No matter on which side of the debate one finds themselves, some common arguments cannot be easily dismissed. However, the cause of the success or lack of success is harder to pinpoint without taking a closer look.

In an article published by Matt Barnum in Chalkbeat, April 2019, there is a list of pros and cons of the Common Core and a summary of the reasons that student learning data is or is not as strong as expected. The descriptions of positive statements about the Common Core Standards mostly refer to the standards themselves. However, the negative statements about the Common Core Standards mostly refer to the implementation of the standards within the classroom or the district. Researcher Mengli Song of the American Institutes for Research summarizes the results of the Common Core Standards in much the same way, as Meador reported in an article for ThoughtCo in September 2019. Song also cites the lack of consistent data collection techniques and the fact that the research is lacking in reports on success.

We at the Curriculum Leadership Institute (CLI) have been working with districts for more than 25 years in finding solutions for districts to overcome the shortcomings in student success. Our hands-on research has led to conclusions supported by district and state data across the country. CLI finds that the solution is often not limited to the existence or non-existence of standards. Our use of a specific model to establish a systemic process of determining curriculum, implementing curriculum, and developing and implementing measures of success within the district affect positive gains in student learning regardless of the standards in place.

Standards are essential and can lead to comparisons across various districts and currently across states. However, standards are not curriculum, and it requires collaboration among district teachers and stakeholders to define standards as curriculum.

Curriculum without thoughtful implementation produces less success in improving student learning than expected. Collaboration among classroom teachers for best practice and in seeking professional development for improving instruction produces positive results across the district.

Developing valid student assessments to measure success also requires the collaboration of classroom teachers and other professionals within the district. Following the administration of the assessments, analysis of the data is critical to critiquing and improving instruction.

Structured, consistent collaboration among district stakeholders, classroom professionals, and local specialists produce positive results as long as there is a systematic approach to making and monitoring systemic efforts for improved student learning.

All of these pieces have been critical parts of the CLI Model and the evolution of the model is in reaction to current research and current mandates at the state and federal levels. Need help to get it going? Contact us and we will get you started!

References:

Barnum, Matt. “Nearly a decade later, did the Common Core work? New research offers clues” Chalkbeat, April 29, 2019. https://chalkbeat.org/posts/us/2019/04/29/common-core-work-research/

Meador, Derrick. “What Are Some Pros and Cons of the Common Core State Standards?” ThoughtCo, Sep. 3, 2019, https://thoughtco.com/common-core-state-standards-3194603.

How to Evaluate Your Capacity for a Systemic Culture

November 5, 2019 by cliweb

Districts are challenged more and more to develop or maintain a systemic culture for curriculum, instruction, and assessment. Very often, the first challenge is in determining the extent to which a systemic culture exists and in this E-Hint, our goal is to give you the questions and some tools to figure out where your district is and what steps might help move you closer to solving the challenges of establishing a systemic culture.

While not a comprehensive list by any means, we present this list of questions to initiate and open a dialogue regarding district-wide academic processes among stakeholders within a district. These challenging questions, posed from a first-person perspective, could help an administrative team affirm or evaluate their current curriculum structures and processes.

Do we have an academic structure in place to ensure that our curriculum processes are district-based rather than site-based?
Do we have a model or system of processes we follow, as a district, for alignment of curriculum, instruction, and assessment?
Does our current model or system of processes have a built-in reporting method so that documentation is readily available for accreditation visits or mandated reports (ESSA, State Accreditation Models, etc.) without having to spend an extra amount of time and expense to prepare such evidence?
Have we, as a district, studied change theory sufficiently to support first- and second-order changes within the district?
Do we need outside help to establish a systemic, shared decision-making culture for these issues?
Do we have a district-wide, board-approved policy for how curriculum, instruction, assessment, and student learning decisions are made to ensure stability when there are administrative staff changes?
Do we have a structured timeline (long-range plan) to indicate the cycle of curriculum development, resource adoption, and the writing of local assessments for every subject area?
Do we have a district-wide, representative body of stakeholders (various levels of administration, teachers, specialists, board members, community members) that meets regularly rather than leaving the responsibility to a single person to address such things as:
- Acceptable grading practices
- Assessment use (security and administration)
- Accountability requirements to assure implementation of the district curriculum
- Instructional alignment to the curriculum
- Definitions of mastery
- Use of data from assessments
What roles do the building principal or other administrators play as instructional leaders in their buildings as well as within the district?
Do we have consistency in what is taught and what is expected of students within the same grade level or course regardless of the teacher, building, or year?
How are new staff members prepared to follow the model/procedures before they begin teaching in our district?
How does the district ensure that the required use of the curriculum is put into practice with fidelity?
Do we have valid, local assessments to use as data for timely intervention for students who are struggling?
Do we have a method or practice to examine student learning data to improve our instructional strategies, our assessment techniques, or our expectations for students?

Although not exhaustive, these are some examples of questions that the Curriculum Leadership Institute Model for School Improvement provides support in answering. Click here for a rubric to determine where your district’s current strengths and weaknesses are in addressing these critical issues.

Preparing NEW Teachers to Meet the Learning Needs of Students

August 6, 2019 by cliweb

As the summer break from the classroom challenges continues, it is time to reflect on how to best prepare novice and new teachers for the school year ahead. After hiring a teacher, a school district has an obligation to make every effort to assure the students assigned to the new teacher’s classroom will have the best possible opportunity to learn and grow.

There are many factors that encourage new teachers to leave the classroom. Besides the usual culprits of low salary, extreme demands on time, frustration with the challenges of motivating students, there are factors that can and should be addressed by the district before the school year starts. Support before the school year prepares new hires or novice teachers for the challenges to face them and, perhaps, encourages the new teacher to stay as an effective classroom teacher and a contributing member of the professional community of the district.

According to Kendyll Stansbury and Joy Zimmerman in the WestEd publication Designing Support for Beginning Teachers, “A third of beginning teachers quit within their first three years on the job. We cannot stand for this kind of dropout rate among students, and we can no longer afford it in our teaching ranks. … What lifelines can we offer so they will remain in the profession and develop into highly effective classroom educators?”

How can districts capitalize on the time available to make sure new teachers are ready for the challenges facing them?

In designing such an opportunity for your new teachers, there are considerations other schools or districts have added to their programs. The following list of priorities is compiled from recommendations and discussions from Susan Totaro and Mark Wise of West Windsor-Plainsboro Regional School District in New Jersey, Stansbury and Zimmerman from WestEd, David Goldblatt of SwingEducation, and new teacher orientation agendas prepared by Curriculum Leadership Institute Consultants.

Professional development orientation that emphasizes the district’s vision for learning
Opportunities to collaborate with colleagues
Meet a wide variety of district stakeholders (including students)
Teachers experience being treated as the district expects students to be treated
Exposure to the expectations for student learning
How data are used in their classroom and in collaboration with colleagues
Procedural policies for classroom management
Available instructional resources and their intended use
Discussion of established district or school adopted and expected instructional strategies
District policies for curriculum development and implementation requirements
How and where to access the district curriculum and assessments
How to participate in feedback for curriculum improvement
Build “communities” of experienced colleagues for support and advice

A common mistake in “new teacher orientation” plans is to try to deliver as much information as possible for procedures that will occur throughout the year. While every district has its own structures for new teacher orientation, the cited authors all cautioned against packing the orientation time with deadlines and rules that can be communicated later in the year.

Clearly, a new teacher who has thoroughly interacted with the district’s Vision and Mission and identified the district’s learning expectations of all students starts the school year with a clear picture of how to best serve the students assigned to them!

Communicate and Celebrate Another Great Year!

May 7, 2019 by cliweb

It is amazing how quickly a school year goes by! Often, we feel like there is not enough time to complete all of the tasks we planned. But if you are staying true to your Long Range Plan, it’s a sure bet that you’ve been improving throughout the year and should communicate and celebrate the work that’s been done!

For an effective activity to reflect on your committee’s achievements, try addressing “Where have we been? Where are we now? Where are we going?” Post three large pieces of paper around the room (poster size if you have it), with one of the headings “Where have we been?” “Where are we now?” or “Where are we going,” divide your committee into three groups, and assign each group one of the posters, and, consequently, one of the questions. Ask them to think about the question to which they are assigned and write their answers on the poster. Then, you can either ask the groups to share out now, or they can rotate posters and add to them before sharing out. Make sure to have someone record this information in the minutes and communicate it to the rest of the district, and even the public!

Not everyone can sit in on your committee work and may, therefore, misunderstand the intent, or even the results, of your work. Take the time to communicate your successes to the rest of your stakeholders. Make sure to do this in multiple ways; perhaps in a staff meeting, through email updates, on your website, and even in the newspaper. Make your community proud of the great work that you are doing to improve teaching and learning!

Do not forget to have meaningful celebrations for those who are doing the hard work. During the last day of committee work hold a potluck lunch, or cater it if you have the funds. On the last day of school for teachers, use the last hour or so to thank all teachers for the work they’ve done. Bring food (of course!) and make an example out of the teachers who did excellent work. Perhaps award them with some school swag like a shirt, hat, or jacket with the school logo. Whatever you decide to do, make sure you point out the specific things you’re celebrating. It’s ineffective for you to leave the recognition with a blanket statement like, “Thank you for all you do for our students.” Make sure your celebration is meaningful.

Photo credit: Jason Leung

Use School District Experts for Local Professional Development

April 2, 2019 by cliweb

Here is How and Why it Works

Similar to meeting the varying needs of students in the classroom, it is also difficult to meet the staff development needs of teachers within a school building or throughout a district. Some teachers are more experienced in the area of technology while others are well versed in classroom management. Why not utilize the individual strengths of staff while providing local professional development? The simple solution is to have resident specialists share their expertise with their peers in a casual, learning environment of his/her classroom.

A starting point for this process is to have each teacher designate his or her professional strengths. Some teachers are naturally more comfortable at presenting in front of others so make sure to ask if they would be willing to share those skills with their peers. Then, have teachers identify some areas where they want to grow. If the instructional coach or professional development leader is already aware of some areas of need, then a checklist can be created in advance so the teacher can complete and return it to the building leader. A Google Form is a quick and convenient way to gather this information.

Once the building leader identifies the top areas for training, provide the teachers with a list of five to six topics. Have each teacher identify his/her top priority in the topic list
with a one, followed by the second choice with a two, etc. This information is used to determine the top four topics. Save those with fewer votes for future professional development. The next step is to ask the willing staff members to provide a mini-lesson over key points of the topic. Some, especially areas of technology, may involve a team teaching atmosphere, so keep in mind there could be more than one teacher comfortable providing instruction in a high priority area. Do not leave out possible leaders. Newer and veteran teachers can provide fresh ideas and best practices for sharing.

Providing the presenters adequate planning time for their mini-lessons is essential, too. Schools have funds set aside for professional development, so use some of this money for a floating sub to cover classes throughout a day, to provide an extra plan time, or draw on after-school hourly pay to compensate the presenters for their preparation work.

As teachers, we have to remember that giving our students too much information at a time can often be overwhelming to our learners. When planning the staff development mini-lessons, twenty-five minutes is just enough of a sample to keep educators’ interest without losing them. Half-days of professional development are ideal for this format. A sample schedule appears below showing how four groups rotate through each session.

There are times when it is necessary to bring in the experts, but sometimes the experts are already there. Not only is this type of staff development cost-effective, but it also provides an opportunity to build support networks across a district. Having a local expert available allows additional support opportunities for reinforcement. Consider the following suggestions for follow-up:

1. In a staff meeting, have teachers share how the implementation of the new information impacted their classrooms.

2. Provide an opportunity for those interested in learning more to observe the presenter using the content, technology, or strategy in action.

3. Designate a question/answer time at the next professional development day for learners to ask further questions of the presenters.

All of these suggestions can help teachers keep new skills fresh. When educators are allowed to assist with the planning, implementation, and follow-up of their professional development opportunities, they will be more likely to use the knowledge and skills to increase student achievement.

Results from the 2018 Phi Delta Kappa Poll

March 5, 2019 by cliweb

As teachers work to meet higher demand in the classroom and schools/districts struggle to meet increasing demands from the public, the PDK annual poll provides interesting perspectives. The 50th Annual Poll of the Public’s Attitude Toward the Public Schools, conducted by Phi Delta Kappa, surveys a random representative sample of more than a thousand adults. The poll asks many of the same questions every year with others added as the topics and concerns regarding public education change over time. This practice provides historical data and trends regarding the state of public education as well as insight into emerging concerns.

Of course, how the various respondents feel about their schools depends upon their personal experiences as students, the level of education reached, and the perceived experience of their children, as well as their political leanings and their socioeconomic status. Some trends have been consistent over the 50 years the poll has been conducted. The four most consistent factors listed as the biggest problems facing schools are lack of discipline, lack of financial support, use of drugs, and fighting/gang violence. While respondents cited each of the four multiple times, lack of discipline and lack of financial support have led the way with the most concern. From the early ‘70s to the mid-‘80s, the polls reflected the concern with a lack of discipline in the public schools. From 2002 to the present, the polls reflect that the biggest problem facing local schools is the lack of financial support.

The latest results indicated that 66% of respondents felt that teacher pay is too low (a new high in that area) with only 6% of respondents indicating they feel that teacher pay is too high (the highest number of respondents feeling salaries are too high are in the Northeast area of the United States where teacher salaries are the highest in the country). In response to actions that might be used to remediate this situation 78% of participants said they would support teacher walk-outs to bring attention to the issue. They cite the underpayment of teachers as the number one reason they would discourage their children from entering the teaching profession.

With more and more focus directed at differentiation in the classroom, Americans indicated they feel differentiation in school funding should also occur. 60% indicate that they would support spending more money on those identified as needing more support than more funding across the board. However, lack of adequate school funding has been identified as one of the issues most impacting quality of education nearly every year since the poll began 50 years ago.

Fifty-five percent of respondents say students do not get as strong of an education as they received when in school. However, the
response is different when talking about how the current education is rated. While respondents identified job preparation as weaker now than in “their day,” college preparation, critical thinking, and providing a good education for all received higher marks than ever before.

Overall, even though schools continue to have an “image problem,” 61% expressed trust and confidence in public school teachers, and 78%
feel that the nation should continue working at reforming the public school system rather than replacing it. Those two votes of confidence indicate that public schools have more positives than negatives. They also indicate that there is work still to be done to meet all students’ needs through public schools.

For a thorough breakdown of the data collected and a discussion of the implications of that data, see the full descriptions at pdkpoll.org.

E-Hints Related to Governance and Leadership

Here is How and Why it Works

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