Reflections on a Growth Plan - January 2013

Over the past eighteen months, I have been in the process of creating an online portfolio to collect artifiacts that support the elements of the BCPVPA Leadership Standards in my Professional Growth Plan.  My initial goals for this endeavor were as follows:

• to find and prioritize areas that I need to focus on for improvement
• to clarify areas in which I am more proficient
• to get feedback from my school community partner groups and my PLN on my areas for growth
• to have learned a number of new web technologies through the development of this tool
• to share the tool with other administrators so that they may be able to use/adapt/improve the template for their own reflection

I have found the conversion my growth plan to more of a digital portfolio-style document to be a difficult yet rewarding process.

1. First and foremost, the BCPVPA Leadership Standards document is a lengthy, comprehensive document that provides nearly endless opportunities for professional growth for even the most seasoned administrator.  Administrators may find the breadth and scope of the document daunting, much like I did:  it took me several hours on multiple occasions over the last year to grasp how best to reflect my pursuit of the standards.
2. The second challenging piece was to find ways to include digital exemplars of my own practice that I could bring to this document to make it more three-dimensional in its nature.  My growth plans in the past were written, and I needed to find a way to go deeper for my self and for those who wished to understand my self-evaluatons in each category.  I chose to include my reflections thorough my blog, videos, screencasts, and presentations as artifacts to demonstrate different competencies.
3. It was a rewarding experience to reflect upon my own skill set relative to the standards, and to discover areas on which I need to improve.  And while there are a number of areas that I need to improve upon, going forward with my plan, I am choosing to focus on the following:

• Monitoring the learning environment and the impact on student learning
• Ensuring an accountability system is in place to monitor for teaching and learning that supports student achievement
• Ensuring the use of differentiated instruction and assessment strategies to meet the needs of all students
• Ensuring the use of a variety of appropriate assessment measures to evaluate student learning and for school planning 
• Ensuring the use of a variety of appropriate assessment measures to evaluate student learning and for school planning

Through this process, I have utlized a number of different web tools and applications, including

• Blogger
• Google Drive/Docs/Forms
• Jing
• Screenr
• Dropbox
• Windows Movie Maker
• Dipity
• Diigo
• Twitter
• Facebook
• Lockerz

However, there are several other tools and concepts that I want to continue to investigate, such as Google Hangouts for real-time, online collaboration and IAnnotate/Samsung S-Voice to model the provision of authentic, asynchronous feedback.  I am sure there will be new technologies that will pique my interest as well.

By turning my growth plan into a public document and having the BCPVPA Leadership Standards documents in Google Docs, I have been able to share this template with other people in School District #73 and beyond!

Moving forward with my goals:

As stated above, there are several areas in which I would like to improve, including

• Monitoring the learning environment and the impact on student learning
• Ensuring an accountability system is in place to monitor for teaching and learning that supports student achievement
• Ensuring the use of differentiated instruction and assessment strategies to meet the needs of all students
• Ensuring the use of a variety of appropriate assessment measures to evaluate student learning and for school planning 
• Ensuring the use of a variety of appropriate assessment measures to evaluate student learning and for school planning

Recently, I wrote a post that ties all of these foci into a singular area of interest--Instructional Rounds.

"The Instructional Rounds concept is based in seven principles, two of which have truly impacted my thinking about classrooms, teaching and learning:

1. Increases in student learning occur only as a consequence of improvements in the level of content, teacher’s knowledge and skill, and student engagement.
2. If you change any single element of the instructional core, you have to change the other two.
3. If you can’t see it in the core, it’s not there.
4. Tasks predict performance.
5. The real accountability system is in the tasks that students are asked to do.
6. We learn to do things by doing the work.
7. Description before analysis, analysis before prediction, prediction before evaluation.

I find that #4 and #5 work for me on many levels.

There are many educators (teachers, administrators, district coordinators and leaders) that have charisma.  They make tremendous relationships with the people that they work with, whether they are students or colleagues.  The room lights up when they walk in, and we follow them wherever they want to take us--through the Kreb's Cycle in Biology, on board the ship in The Rime of the Ancient Mariner, or along the journey of understanding logarithms in mathematics.  They bring to life subjects that may often seem lifeless in the hands of others.  They have this ability to draw us in to nearly any topic in their classes, meetings or professional development sessions.  We even want to hang out with them.

I sincerely believe that some (many?) of these 'soft' skills that help to engage students can be learned.  We can strive to learn more about our students and the way the learn, to treat them with respect, to show humility and even vulnerability ourselves as learners, and to have high expectations that students will succeed.

However, there are many teachers who have skills that are a function of the personality that they bring to the classroom each day--many of which are very difficult for one teacher to adopt from another.  We all have our own identities, and I can tell you with certainty that there are educators and administrators out there that make me say "Wow, I wish I could be more like them." or "They just have this knack for....".  The ones that when they walk in the room and pause for thought the rest of us collectively hold our breath waiting for them to let us in on it.

But why #4 and #5 seem to make a great deal of sense is that in some ways, they can be 'personality-proofed'.

Please don't hear that I don't value the relationship piece between educators and learners.  Relationships are vitally important.  However, the relationship piece can often be a challenging one to change from person to person because we often think that we are good relationships already.

But we can determine skills that are important for students to acquire.

And we can change the task.

And if the task predicts performance, and creates a situation where we can be accountable to our learning, an effectively designed and well-planned task can allow us drill all the way down to the actions that develop the skills we want for our students.

I don't want this to sound like I wish to de-personalize teaching and learning--quite the contrary.  What I mean to discover are ways to make lessons that are more about the skills we wish students to acquire and the tasks that lead to their being developed rather than their success being dependent upon their being performed by some permutation of Bill Nye the Science Guy/Jerry Seinfeld.

At our school, I have often written about key initiatives we have adopted that I feel are high-yield strategies to improving student achievement. We have created collaborative time for teachers, embedded staff development within a staff meeting model that has provided authentic ownership of our meeting time by our teachers.  We have made assessment a central focus of this embedded staff development and collaboratively developed areas for us to further investigate to increase the number and style of assessment tools in our tool cases.  I think we are doing good work that is making a difference in the learning of our students.

I think.

But as much as we have seen a consistent drop in our failure rates in core and overall courses over the last six years (something that makes me very proud of our teachers and our students), is this because of our initiatives?  Are we sure that we are graduating students with the skills that society values?  Students that are critical thinkers?  That are creative?  That are learners capable of being independent and collaborative?   That are going to lead us through the 21st Century?

Hmmm.  Now I'm not so sure.  Please read that we MAY actually be doing this.  But as the Principal of our school, if we are, I'm really not sure of the 'how' behind this. Nor am I sure that I have been looking for the some of the predicates of that successfully create these sorts of learners in our classes that we may be able to replicate in other classes. 

When I was reading Instructional Rounds a few days ago before I went to sleep, I began doodling at the end of Chapter 6 about how all of this might come together for us (Check out this low-tech infographic!).

While I am sure this is not a complete (nor tremendously attractive or artistic) representation of the direction I feel our school needs to go, I am starting to have a clearer vision of where I would like us to go.

Against a backdrop of continuous reflection, we need to work with students, staff and community to determine the skills that we feel students must have attained by the time they leave us.  Once we have determined this set of skills (which likely will be ever-evolving) we must be highly committed to the process of creating engaging activities and tasks that develop these skills.  While this sounds simple, I think that this is an area that bears a great deal of examination.  How many times in education have we said that we want to develop collaborative thinkers but continue to have our students seated in rows and working independently?  Or that we want problem-discoverers but give students a set of problems to solve?  Are we doing the work of developing creative thinkers by offering learners a fill-in the blank worksheet and a crossword puzzle?  Do we facilitate knowledgeable gatherers and consumers of information that are able to articulate their points of view when we give a reading from a chapter in a textbook and questions at the end of the chapter? (Please note that I have done each and every one of these things when I taught).

We need to make sure that the skills that we want students to learn are supported by the activities that actually allow them to (get ready for it)....learn, practice, demonstrate and apply that skill!  We then need to be able to assess it in a way that provides meaningful guidance and feedback to both the learner and the teacher.  And through collaborating with our peers about the appropriate pedagogical theories of learning, differentiation, engagement, we create a rich process of drilling down to the teaching of the skill in the classroom.

Which is where I want us to be (and what my diagram is supposed to depict)

Instructional Rounds suggests a mechanism that allows District Staff, Administrators, Teacher Leaders and fellow teachers to see this all in action.  To bring everyone back to the classroom where it all happens.  Where we are able to see the teacher in action, and the students in action, and the activities and tasks that actually lead to learning the skills that we want them to acquire."