The Sturgeon School Division Admin group is meeting in PLC groups we have formed. Most schools are working in small groups with other admin teams on topics they have chosen. In my case my VP and I are working together in our own PLC to address the learning that is currently going on in our school; which has many of our staff are working in PLCs that focus on increasing student understanding by using a guided math focus.
PLCs at Landing Trail have been challenged to look for evidence of improved student learning as they progress through their own PLCs, and to reflect on what is working and what isn’t. PLCs at the schools meet at least once a month at days set aside for staff meetings and Professional Development at the schools. We consider one of the most important PD activities we do to be the work we complete in our PLCs.
We have had many conversations with staff already about the role of gathering data in our practice to help inform us about what we are doing and what changes we may need to make. Staff are now walking into my office to show me data that would speak to the fact that student learning is being impacted. It is becoming part of the conversations that we have.
This morning at Admin PD time, I was able to consider how we as admin collect the data we decided we need to obtain. There are many things we have put in place already because we have turned to being a data informed school in all areas. There is a lot of data that has been gathered and there are protocols set in place to continue gathering data as we move along. There are a few areas that we have to consider if we want to ensure we are getting data from all sources. Are we sure we have student voice in our data sources? What’s the best way to make sure we are cognizant of the parent feedback in the gathering of data?
We will have opportunity to present our story and journey at an April admin council meeting, and I am excited about that. We have done a lot of impactful things already, and I look forward to the great things that we will continue to encounter as we continue on this journey forward.
In my daily perusal of what’s going on in the Twitterverse, I came across this quote posted by @ShawnUpchurch,
“Leadership involves Finding a Parade and getting in front of it.” (John Naisbitt)
This is absolutely spot on, but it isn’t that easy to do. A leader has to ensure that the staff he or she is charged with, has the capacity and freedom to start the parade. It takes time, and it takes thoughtful, intentional measures. By allowing staff to pursue their passions, to feel trusted, and to be held to a high standard, they can do great things.
It’s not a traditional managerial style, but the results are more powerful as you are working from people’s passions.
Data doesn’t tell us what to do, it informs us about what is.
(Came up with this statement after reading this short article – http://linkis.com/org/GFGoS )
One of the goals in my professional growth plan this year is to improve my own skills in gathering data to guide decision making. Teachers know this, and are hopefully prepared for a small (hopefully) onslaught of data gathering opportunities.
In the last year, we have worked to help develop a sense of trust between staff and administration and between teaching staff members. Traditionally one piece of our classroom support has involved a literacy support teacher being available to help out in a classroom or do small group pull out. Our current teacher will be going out on a maternity leave in less than a month, so we decided to set up that support in a different way. The teacher has been made available on a ‘sign out’ basis to offer a wider variety of supports. Things like:
- Meeting with teachers to discuss students who might need extra support
- Covering a class to allow a teacher to work one-on-one with a student
- Covering a class to allow a teacher to observe another teacher’s’ classroom
- Work with new students to assess their literacy level or cover the class to allow the teacher to do the same.
- And probably a few more ideas we didn’t think of.
We’ve been doing this for a couple of weeks, and I knew that there were a few people who have taken advantage of #3. We have made an assumption that this would be a great opportunity to have teachers see some of the great things that are going on. In addition we have a teacher who is a master at integrating innovative technology ideas into her classroom and have set up two blocks per week where teachers can access her skills in the classroom.
I decided to send out a very short google form that basically asked three questions:
- I have accessed, or plan to access, the Support Teacher’s time to observe in another class
- I would feel comfortable having a colleague observe the great things I am doing in my class
- I have accessed or will access technology expertise in my class
So, here’s the interesting results so far
- The vast majority of people are willing to access the technology expertise in their class
- The vast majority of people are willing to have a colleague observe in their class
- The majority of people do NOT plan on using the time to observe in another class
So, it would appear that teachers are more than willing to have people observe in their class, but are, for whatever reason, less willing to go to another teacher’s class to observe what is going on. Could it be having to plan for someone to cover their class? Fear of being viewed as ‘needing help’? Not seeing the value in a classroom visit?
There is one thing for certain here. Data can lead to a lot more questions than answers! Now I have more research to do!!!
Today we did our first all staff PD. We had some PD days before school started, but groups were involved in different activities. Today, we talked about two important things
- NME (Neurosequential Model in Education)
- What we need to look for as we continue our journey as learning educators – which is what I’m blogging about.
We have a number of great things going on in our school. We chose a few to discuss.
- Guided Reading – this initiative developed Division Wide as a program based on research from all around the world about best practices in teaching student fluency, decoding and comprehension. Everyone is trained in this, and it is being implemented in all of our classes.
- Guided Math – this developed from a few interested teachers last year, who asked permission to try it out. This year most of our classes are implementing it, and the original crew will be presenting it at our annual teachers’ convention.
- Technology – Technology has become ubiquitous in schools and in society. It isn’t something separate we teach, but it’s a tool that engages and enhances our ability to increase learning in students.
- MakerSpaces – we have only dabbled in this so far. Our discussion focused on the ability to allow students to engage in problem solving and be creators of their own learning. It definitely addresses the Entrepreneurial Spirit aspect of the Ministerial Order. The MakerSpace was brought in by the division and we were one of the schools to pilot it last year. We are working on getting our own set up.
- Empowering Writers – this program, is admittedly more prescriptive, but it addresses a missing piece of the literacy program. It gives teachers a springboard to a way of approaching the task of teaching our students to become writers and to engage in other’s writing. It could be said this program seeped into our school. Many people have attended PD on it over the last few years, and that has continued to spark interestin the program.
So, those are some of the areas teachers are working on at Landing Trail. The questions are:
- How do we know these are impacting student learning?
- What do we accept as evidence of improved student learning?
I posed these questions to teachers today. We had set up the day so that each topic would have time to meet for interested parties to get together and discuss the questions and decide how they would work together as a PLC. The PLCs will function throughout the year with these in mind. We have to have student learning as a focus, and we have to have data that backs up our claim that what we are doing is impacting student learning.
One other topic I presented to the staff was the list of Principal Quality Guidelines. I felt it was important that they know that one of the roles I and my VP have is to be instructional leaders. We are tasked with the learning that goes on in the school. It’s a big responsibility, but having a staff willing to learn, take risks, and learn from mistakes makes the job a whole lot easier!
We spent the much of the morning admin council talking about a change in mindset. As leaders in education, what can we do to address our own mindset and the mindset of those we work with? We had a very rich conversation about this topic from many angles. Following are just a few of my own thoughts around this idea.
1. Our idea of leadership has changed a lot over the years. Leadership has moved into the trenches and we are working alongside everyone in the school to improve student learning. Our role has shifted away from manager. We do so much more now, the most important being instructional leader.
2. With that shift we’ve had to change how we do things, and how we think about what we do. With a focus on instructional leadership there have been many conversations around how do we work to improve student learning. We have become very mindful about the need for intentionality in what we do. We are responsible to make sure that each and every student is getting the best they can from their time in our care.
3. Technology has helped in some ways, to move the school experience away from a consumption model, to a more creative place for students to be. With that creative space available it has given opportunity for us to change the way we do things in the classroom and in the school. Changing the way we do things isn’t easy for some. The question is, do we have to change what people believe about how we do things, or do we need to make the change and then wait for the belief to develop. In our discussions, it seems that the approach depends on the person, and their comfort level with change and risk taking.
4. Success and Failure are important concepts to discuss. Do we even frame the things that we try and don’t succeed at as failure? If we learn something from things we try as a failure? This is part of a cultural shift we need to have if we are embracing risk taking and creativity as important?
5. Some people do not like change, but if we build a culture of trust, they will be more willing to try new things. We have to strategically set up conditions to make them feel free to do this. This might be one of the toughest things we do. Leaders have to be great at environmental scans. They need to know the staff, the conditions and the needs of the students and community. From there, they can guide the change in the direction it needs to go. They get to know the environment by getting to know the citizens of that environment. That comes from feet on the ground and listening to the stories of those people in the trenches.
I am excited for what the future brings for our students. With the conversations we have had, and will continue to have, we are helping our own mindset to develop. We are letting the change start with us, and will learn together about how we can make the small changes that will lead to big changes.
In Alberta parents, teachers and students are surveyed annually to determining their thoughts on various aspects of the school, division and overall educational system. These survey results are made available in the spring for the schools to analyze and determine action that needs to be taken.
In our school, only grade 4 parents are surveyed and the number who respond can vary, but generally not many respond. It would be easy to say that because of the low numbers of respondents, that the information is not valid. All it takes, in a small group is for a couple of people with an axe to grind, to skew the results in a negative direction.
This year, we had generally good results. There was one area that came out quite a bit lower than last year. On the report is shows up as ‘declined significantly’. There were other areas that the numbers went down somewhat as well. So, do we blame this on a few disgruntled people?
It would be very easy to do so. However, the data is still data – skewed or not. We haven’t been doing a good job of communicating some things to parents, or in responding to the concerns they have. Even if it is a few people, it needs to be on our radar. We are accountable to all the parents; so that means we have things to think about.
We value communication and involving parents, so we need to think about new and/or better ways to do that.