Tuesday, September 5, 2017

What makes them smile

Today, we made them smile...

A few weeks ago, I asked our teachers to nominate students for the district Character Counts Program. As part of this program, each school would recognize one student who demonstrates tremendous character.  Each principal would read a few testimonials about each student and then present that student with a certificate at the Board of Education meeting.

After I asked our staff for the nominees, the district decided it was time for a change and they replaced the Character Counts Program with another opportunity to showcase the amazing learning experiences occurring in each school.  But I had already received nominees for the Character Counts.  So what was I to do?

I created certificates for each nominee that included their name, the reason for the award, and then both the teacher's signature and my signature.  I could have announced their names over the announcements or even called home with the great news about their child.  However, I decided to try something a bit different.

I drove to each of the student's home and presented them with their certificate at their house, with their families and neighbors witnessing it all.  I wanted them to know how proud of them we are and how much it means to be a student full of great character.  I wanted them to know we are glad they are a part of our school family.  I wanted them to know they deserved the extra bit of praise.

What I will never forget is the smiles on their faces when they opened the door and saw their principal there to present an award to them.  The smiles on their faces were full of surprise, excitement, joy, and pride.  Our school community was able to make them see their great choices do not go unnoticed; rather, their good choices are celebrated!

My challenge to you is simple - what will you do as a teacher, administrator, or coach that will make your students smile this year?  I would love to hear how you plan to bring smiles to your students' faces in the comments below.


25 Questions that can Transform Schools

Is continuous improvement a checklist or do we ask questions which lead to growth?
Start the school year with a question and watch how reflection from students, parents, community leaders, teachers, counselors, principals, and other key stakeholders allows you to transform your vision into reality.  Questions hold us accountable and they force us to focus on a few things, rather than multiple priorities.  When school improvement becomes a checklist, it is easy to focus on the list and not the students or the instructional strategies. When used appropriately, questions allow for individuals to engage in reflective practice.  As Argyris and Schรถn describe, “Reflection is essential to educators’ capacity to think not only about their practice but about how they think, their implicit theories, and the sense they make of their experiences.”
Questions allow individuals to examine not only their own practice but see ideas and practices through the lens of others.  Questions allow educators the opportunity to gain perspective and understanding of others as we work to enhance our craft and ensure learning is occurring.  The questions we ask determine our priorities.  Mark Sanborn wrote, “In the past, leaders were those who knew the right answers. Today, leaders are those who know the right questions.” What questions are guiding the work of your school? How can questions support teaching and learning?

Questions For Superintendents

  • What are the district’s priorities?
  • How will we measure student understanding, in addition to high-stakes testing?
  • What is our school district doing to grow future leaders?
  • How are we designing personalized professional learning for adults?
  • How do we communicate our message of learning for all to our community and key stakeholders?

Questions For Administrators

  • How does our district work to ensure we have a ‘guaranteed curriculum’ for each student?
  • How is our curriculum aligned (Vertically and Horizontally)?
  • How do teachers communicate the strengths and weaknesses of the ‘guaranteed curriculum’?
  • When teachers develop common formative assessments, how do they use the district’s curriculum as a guide for developing assessments?
  • How are teachers reflecting on the written, taught, and assessed curricula?

Questions For Teachers

  • What are the key skills and concepts we will address in this course/grade level?
  • What is the role of formative assessment in measuring the written, taught, and understood curricula?
  • What is our plan for when students don’t learn?
  • How does our learning space support student understanding of the key skills, concepts, and soft skills that our staff has identified as important?
  • How does our school support the whole child?

Questions For Students

  • What are my goals this week?
  • What can I do to contribute in my class and outside of class?
  • Who is a family member, teacher, friend, or community member who I admire and can learn from?
  • Why is it important to become a lifelong learner and to continue to learn new things?
  • How can I make a positive impact in the world using my strengths and abilities?

Questions For Parents

  • What are the key skills and concepts that my child will learn this year?
  • How can I support my child at home?
  • What are the strengths of my child’s school?
  • How could my child’s school be better for my child and all children?
  • How often do I talk with my child about school and about what he/she is learning?
Pursuing answers to questions will drive the work of the team.  A lack of clarity is a barrier to growth and continuous improvement in schools.  “If you want to make discoveries, if you want to disrupt the status quo, if you want to make progress and find new ways of thinking and doing, you need to ask questions” (Maxwell, Good Leaders Ask Great Questions, 2014).  Each day, educators have the chance to make a difference and have an impact on the learning that occurs within the classrooms, in the hallways, and on the playgrounds.  What questions will you reflect upon that will allow you to have an impact on learning with your students, staff, and community

Dr. Matt Wachel is an elementary principal with the Gardner-Edgerton School District in Kansas. He is a 2015 ASCD Emerging Leader and a coauthor of the book Having an Impact on Learning. Connect with Wachel on ASCD EDge or on Twitter @mattwachel.
Dr. Steven Weber is the associate superintendent for Fayetteville Public Schools in Arkansas. Connect with Weber on ASCD EDge or on Twitter @curriculumblog.

*This blog post was originally published on ASCD InService

Wednesday, November 23, 2016

3 Lessons Learned from the Band

Recently, my family and I attended a college football game on a nice fall day.  Our tickets happened to be located by the band which is a section I had never sat in before.  As the game progressed, my attention kept returning to the band.  As I reflect on the band and their performance during the game, I realize I learned a few lessons from them.

1. Have fun!
The band has fun.  If you have not paid attention to the band when you attend a college game, I encourage you to do so.  They have traditions which demonstrated their ability to enjoy the game (even when the score is not in their favor).  The band members appeared to have permanent smiles and grins on their faces throughout the game. Even when the game was getting out of reach and the fans began to leave, the band stayed and played until the very end.  They chose to make the most out of the situation and have fun. How often do I think of the possibilities without enjoying the moment and have fun?

2. Know your strengths
The band is comprised of many sections and many instruments.  At certain times during the game, the entire band played together synchronously.  At other times, certain sections played while others refrained.  The choice to play together or certain sections was dependent on what was occurring on the field of play.  The band's ability to utilize strengths to meet the needs of the action on the field as well as the needs of the fans demonstrated their understanding of their strengths and how to use these strengths effectively.  How often do I think not utilize the strengths of those around me, instead try to do it all by myself?

3. Collaboration is key
Whether they were performing in the stands or on the field, they demonstrated high levels of collaboration.  They knew where to be, where they were headed, and had a common vision for their performance.  It is a good thing they had this common vision because if they did not their marching formations would have resulted in total chaos on the field.  Each step, each rotation, each note was precisely choreographed and rehearsed to allow maximum performance.  How often do I follow the common vision to ensure we are all on the same page?

I was never a member of the band, due in large part to my inability to read music, hold a beat and demonstrate any rhythm (for those who have seen me dance, you understand this very well). However, after paying attention to the band throughout the game, I have a much better appreciation and admiration for the band and what they contribute to the experience of attending a college football game.

Saturday, October 15, 2016

The complexities of curricula

When educators think of the curriculum, they often think of the documents the school district provides that they are to teach.  But curriculum goes much more beyond that view of curriculum. The curriculum is an extremely complex topic taking on many forms.  In many ways, the curriculum is similar to an onion in that there are multiple layers that can be peeled back to reveal another layer and another layer and yet another layer.  Here are a few layers of the complex topic of curricula.


Recommended Curriculum
It is the curriculum recommended by the scholars, professional organizations, etc. it is also the curriculum requirements of state and local governments. Examples of this curriculum include the Common Core State Standards, the Missouri Learning Standards, The Kansas College and Career Standards, and other state standards.

Recommended curricula are typically formulated at a rather high level of generality; they are most often presented as policy recommendations, lists of goals, suggested graduation requirements, and general recommendations about the content and sequence of a field of study, such as mathematics” (Glatthorn, Boschee, Whitehead, & Glattorn., 2015, p. 7).



Written Curriculum

The written curriculum is what often is thought of and referred to as the curriculum. “The written curriculum is intended primarily to ensure that the educational goals of the system are being accomplished; it is a curriculum of control” (Glatthorn et al., 2015, p. 9). Examples of the written curriculum include curriculum guides, scope and sequence charts, and lesson plans.



Chief functions of the written curriculum:
  1. Mediating – the ideals, the realities, what should be taught vs. what can be taught, expectations
  2. Standardizing – director or superintendent wants the buildings to teach the same curricula
  3. Controlling - a level of control over what is to be taught in the classrooms

Supported Curriculum

“The supported curriculum is the curriculum as reflected in and shaped by the resources allocated to support and deliver it” (Glatthorn et al., 2015, p. 12).

Four kinds of resources:

  1. Time for a subject (e.g. social studies in grade 5)
  2. Time given by the teacher (e.g. time for unit on explorers)
  3. Personnel allocations (e.g. how many teachers needed if class sizes increase)
  4. Textbooks and other learning materials (e.g. when is it time to purchase new)



Taught Curriculum

The taught curriculum is the delivered curriculum, a curriculum that an observer sees in action as the teacher teaches” (Glatthorn et al., 2015, p. 15).

“Statistical evidence provides a strong warrant that how we organize and operate a school has a major effect on the instructional exchanges in the classroom (Bryk, 2010).  Bergman and Bergman (2010) agree, noting that good teaching is like good writing – the principles of good writing can help teachers improve their style” (Glatthorn et al, 2015, p. 15).



Tested Curriculum
“The tested curriculum is that set of learnings that is assessed in teacher-made classroom tests; in district-developed, curriculum-referenced tests; and in standardized tests” (Glatthorn et al., 2015, p. 15). The tested curriculum could include standardized assessments, district-created benchmark assessments, teacher-create assessments, and both formal and informal formative assessments.


Hidden Curriculum
The hidden curriculum is the unintended curriculum - what students learn from the school's culture and climate. It includes such elements as the use of time, allocation of space, funding for programs and activities, and disciplinary policies and practices. For example, if an elementary school allocates 450 minutes each week to reading and 45 minutes to art, the unintended message to students is that "art doesn't matter" (Glatthorn, Carr, & Harris, 2001).


    Null Curriculum
    The null or missing curriculum is what is excluded, intentionally or unintentionally, from a course.  This information can be content, analytical methods (political economy approaches) and to methods (avoidance of democratic methods and practices…). This is closely related to the amount of dissent the society is willing to accept in the prescribed curriculum. (Schugurensky, 2002).

    Knowing curriculum is complex and encompasses many different elements, educators are wise to consider these forms of curricula as they plan, teach, and assess their students.

    References
    Bergman, D. J., & Bergman, C. C. (2010). Elements of stylish teaching: Lessons from Strunk and White. Phi Delta Kappan, 91(4), 28-31.

    Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.

    Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2015). Curriculum leadership: Strategies for development and implementation (3rd ed.). Thousand Oaks, CA: Sage Publications.

    Glatthorn, A.A., Carr, J.F., & Harris, D.E.. (2001). Planning And Organizing For Curriculum Renewal. Retrieved from  http://www.ascd.org/publications/curriculum-handbook/398/chapters/Thinking-About-Curriculum.aspx

    Schugurensky, D. (2002). The eight curricula of multicultural citizenship education. Multicultural Education, 10(1), 2-6.

    The complexities of curricula

    When educators think of the curriculum, they often think of the documents the school district provides that they are to teach.  But curriculum goes much more beyond that view of curriculum. The curriculum is an extremely complex topic taking on many forms.  In many ways, the curriculum is similar to an onion in that there are multiple layers that can be peeled back to reveal another layer and another layer and yet another layer.  Here are a few layers of the complex topic of curricula.


    Recommended Curriculum
    It is the curriculum recommended by the scholars, professional organizations, etc. it is also the curriculum requirements of state and local governments. Examples of this curriculum include the Common Core State Standards, the Missouri Learning Standards, The Kansas College and Career Standards, and other state standards.


    Recommended curricula are typically formulated at a rather high level of generality; they are most often presented as policy recommendations, lists of goals, suggested graduation requirements, and general recommendations about the content and sequence of a field of study, such as mathematics” (Glatthorn, Boschee, Whitehead, & Glattorn., 2015, p. 7).





    Written Curriculum

    The written curriculum is what often is thought of and referred to as the curriculum. “The written curriculum is intended primarily to ensure that the educational goals of the system are being accomplished; it is a curriculum of control” (Glatthorn et al., 2015, p. 9). Examples of the written curriculum include curriculum guides, scope and sequence charts, and lesson plans.

    Chief functions of the written curriculum:
    1. Mediating – the ideals, the realities, what should be taught vs. what can be taught, expectations
    2. Standardizing – director or superintendent wants the buildings to teach the same curricula
    3. Controlling - a level of control over what is to be taught in the classrooms



    Supported Curriculum:

    “The supported curriculum is the curriculum as reflected in and shaped by the resources allocated to support and deliver it” (Glatthorn et al., 2015, p. 12).

    Four kinds of resources:

    1. Time for a subject (e.g. social studies in grade 5)
    2. Time given by the teacher (e.g. time for unit on explorers)
    3. Personnel allocations (e.g. how many teachers needed if class sizes increase)
    4. Textbooks and other learning materials (e.g. when is it time to purchase new)



    Taught Curriculum:

    The taught curriculum is the delivered curriculum, a curriculum that an observer sees in action as the teacher teaches” (Glatthorn et al., 2015, p. 15).

    “Statistical evidence provides a strong warrant that how we organize and operate a school has a major effect on the instructional exchanges in the classroom (Bryk, 2010).  Bergman and Bergman (2010) agree, noting that good teaching is like good writing – the principles of good writing can help teachers improve their style” (Glatthorn et al, 2015, p. 15).




    Tested Curriculum:

    “The tested curriculum is that set of learnings that is assessed in teacher-made classroom tests; in district-developed, curriculum-referenced tests; and in standardized tests” (Glatthorn et al., 2015, p. 15). The tested curriculum could include standardized assessments, district-created benchmark assessments, teacher-create assessments, and both formal and informal formative assessments.


    Hidden Curriculum:

    The hidden curriculum is the unintended curriculum - what students learn from the school's culture and climate. It includes such elements as the use of time, allocation of space, funding for programs and activities, and disciplinary policies and practices. For example, if an elementary school allocates 450 minutes each week to reading and 45 minutes to art, the unintended message to students is that "art doesn't matter" (Glatthorn, Carr, & Harris, 2001).

    Null Curriculum:

    The null or missing curriculum is what is excluded, intentionally or unintentionally, from a course.  This information can be content, analytical methods (political economy approaches) and to methods (avoidance of democratic methods and practices…). This is closely related to the amount of dissent the society is willing to accept in the prescribed curriculum. (Schugurensky, 2002).

    Knowing curriculum is complex and encompasses many different elements, educators are wise to consider these forms of curricula as they plan, teach, and assess their students.


    References

    Bergman, D. J., & Bergman, C. C. (2010). Elements of stylish teaching: Lessons from Strunk and White. Phi Delta Kappan, 91(4), 28-31.

    Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.

    Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2015). Curriculum leadership: Strategies for development and implementation (3rd ed.). Thousand Oaks, CA: Sage Publications.

    Glatthorn, A.A., Carr, J.F., & Harris, D.E.. (2001). Planning And Organizing For Curriculum Renewal. Retrieved from  http://www.ascd.org/publications/curriculum-handbook/398/chapters/Thinking-About-Curriculum.aspx

    Schugurensky, D. (2002). The eight curricula of multicultural citizenship education. Multicultural Education, 10(1), 2-6.

    Thursday, September 29, 2016

    4 Challenges for the New Year

    As teachers are working tirelessly to set up their classrooms and prepare for a new group of students, a feeling of excitement and anticipation exists. This feeling, felt both by students and staff alike, creates a buzz on the first few days of school. When teachers begin to think about the classroom, the students, the curriculum, and the learning, I challenge them to think about ways they can continually grow and learn while providing students the opportunity to share their voice and their learning.

    Challenge #1

    On the first day of school, don’t go over any rules.

    The vast majority of students are excited to come to school at the beginning of the year. They want to learn about you and their new classroom. Spend the first-day asking students about their passions and interests and telling them about yours. Ask students what they want to learn this year and what gets them excited and motivated to learn. Get to know their likes and dislikes. Provide a window into your life so students can begin to relate to you and build those trusting relationships.
    I don’t want to downplay the importance of classroom rules and procedures; they are an extremely important aspect of the learning process. However, I simply challenge you not to cover these rules and expectations on the first day. Your goal should be to have your students leave your class on the first day more excited to return on the second day!

    Challenge #2

    Let students publicly share their learning.

    Students are capable of amazing things. We are fortunate enough to see their learning, their thinking, their creativity, and their collaboration each and every day. But how do their parents, the community, and other students and teachers witness this learning? Often, student learning is not displayed in ways that leave the four walls of the classroom. With today’s technology tools, there are so many avenues for us to share their learning and flatten the walls of our classrooms and schools. Not only will sharing student learning allow others to see what is occurring in schools, but it will also provide an opportunity for authentic discussions and lessons on digital citizenship and appropriate ways to use social media.
    Students can blog about their learning either individually or as a class. They can create podcasts to share testimonials and stories about their learning. Students can film, edit, and produce videos highlighting their learning or they can be social media leaders and share their learning through platforms such as Twitter, Instagram, Facebook, Voxer, and Periscope. Or, better yet, ask your students how they want to share their learning. Their answers might surprise you and allow you the opportunity to tap into their creative side.

    Challenge #3

    Call each family and share a positive comment by the end of the first week.

    Teachers know that relationships matter. Theodore Roosevelt once said, “People won’t care how much you know until they know how much you care.” What better way to build relationships with students and their families than by starting to make deposits in their emotional bank accounts. By calling home the first week of school with a specific positive comment, you can make deposits into everyone’s bank account early on and begin to develop relationships that last throughout the school year.
    All parents enjoy hearing positive comments about their children. All students enjoy knowing that their teacher noticed something that was extraordinary and exemplary. Make those phone calls home—I guarantee you will not regret sharing the good news with each and every family.

    Challenge #4

    Let students create their own spaces.

    What comes to mind when thinking about companies like Google, Facebook, Disney, Garmin, Amazon, Netflix, or Starbucks? All of these companies are known for their innovation and creative spirit. Schools should be preparing students to enter the workforce and become a part of innovative and creative environments. So how can schools prepare students for these kinds of environments?
    Look at the physical design of classrooms. Do students sit in desks in nice neat rows or groups? Do local fast food restaurants have more comfortable and innovative seating arrangements than our classrooms? How can we transform our learning spaces to inspire creativity and innovation? Being comfortable in changing the learning environment is the first step in creating effective spaces for students to thrive. Some of the most creative and innovative learning environments incorporate student choice, student voice, and student design.
    For example, learning spaces could have tables at different heights. Some might require students to stand, some might require students to kneel, and some might require students to sit. Perhaps some tables have exercise balls to help students maintain their focus. The key to making these spaces work is that students have a choice as to where they learn.
    Remember, learning spaces do not have to have the walls covered in premade posters bought at the local teacher supply store. Instead, they could have walls covered with student work and student-created anchor charts. Student voice, design, and choice should be prevalent in these learning spaces, and they should be warm and inviting.
    Perhaps these four challenges will cause you to think, reflect, and potentially change your practices to allow for continuous growth and improvement while creating rich opportunities for student voice and choice to be incorporated in the learning process.

    This blog was first published on the ASCD Inservice Website.

    Sunday, August 14, 2016

    Ways to Launch a Successful Year With Students

    As summer winds down and the start to school begins in a few weeks for many students and schools, starting the year on a successful note is essential for a year full of learning, memories, and experiences. There are three ways educators can prepare for a successful year.

    First Day
    On the first day of school, don't talk about rules. Students typically come to school the first day on their best behavior eager to see what their new teacher and room have to offer.  Instead of spending hours and hours talking about ways to be safe, respectful and responsible as well as how to sharpen a pencil or where to put your folders (which are very important - just maybe not on the first day of school), inspire your students. Bring your best and most engaging lesson to the classroom on the first day. Have your students leave the school on the first day excited, eager and looking forward to day number 2! Let them leave school on the first day wanting to come back on the second day with more zeal than they had on the first day.

    Choice
    If the answer is seven, what could be a possible statement? 4 + 3 = 7? 12 - 5 = 7?  There are seven days in the week?  The possibilities are endless.  How often do educators offer choice to their students?  Educators should design their lessons and intentionally plan with specific learning objectives in mind; however, they should be flexible and offer students choices as to how they will demonstrate their learning.  Maybe it is by writing a poem, creating a short video or building a model - students will flourish and exceed our expectations when they are given choices. Give the students the choice and let their individual personalities, passions and talents shine!

    Relationships
    Nothing is more powerful than the relationships built between a teacher and her students and their families. Educators can spend the first week sharing with their students their own passions, interests, and learning. Take the time to learn about the students - what are their interests, concerns, hobbies, and passions. Continue the relationships beyond the first week through the Friday Five. Each Friday, make a phone call home to five families and share something truly special about their child. Through the Friday Five, educators can continue to develop and nurture relationships throughout the school year.

    When you first meet someone, your opinion is generally formed about that person in the first ten seconds.  Think about that.  It takes only ten seconds to form an opinion of someone. How do educators make an impression in only ten seconds?  The answer is making sure that those ten seconds count – in words, in body language, in a handshake, in a smile.  In short, we have to think about how we present ourselves to people.  Starting the year off strong will allow educators the opportunity to have a year full of success and memorable learning experiences.


    This post was first featured in Classroom Q&A with Larry Ferlazzo on Education Week Teacher.