Recently, a retired, respected principal sent out a survey to sitting principals in our Department. Results were shared recently in a Honolulu Star-Advertiser article titled, "Principals feel they're hamstrung, survey finds". A follow-up op-ed piece as well as a "Name in the News" profile on retired principal John Sosa all pointed to the same message: sitting principals are concerned with the present state of the Department, but they are afraid to speak up for fear of retribution. In response to the question, "What should individual principals do?" Mr. Sosa replied, "I think they have to stand up and be counted. The system can be changed, but it's going to take the principals coming forth, the active sitting principals."
It has been ten years since Act 51 was passed by the 2004 Legislature, and the expectation was that principals and school communities would be empowered to make decisions to address the unique needs of their school. A weighted student formula, modeled after the one implemented in the Edmonton School district, allocated funds based on student need. Principals and schools would be empowered, but they would also be accountable for student achievement. In the aftermath of Act 51, school communities were tasked with making decisions about how to spend the money they were allocated to ensure student success.
Today, ten years after the Reinventing Education Act of 2004, whose purpose was to decentralize the DOE and give decision-making power to the schools - in essence, turning the Department upside-down - the balance has shifted power back to the top.Today, schools are even being told how to spend their weighted student formula funds. We have had to create positions to implement the Department's priority strategies, and now, we are being mandated to purchase a specific program for English Language Arts and Mathematics. A school with 300 students could pay upwards of $160,000 on these two programs with additional costs incurred each year for professional development, consummable workbooks, or renewal of licenses.. As an educator who believes that teachers should be empowered to use a multitude of resources to address the needs of their students, this has been a difficult mandate to swallow.
To make matters even more challenging, as a result of the negotiated contract to tie teacher performance to student learning, the Department hastily instituted an Educator Effectiveness System this year which is labor and time-intensive. The different components provides data to rate ALL teachers using the SAME evaluation tool. Why are we evaluating beginning teachers using the same criteria and rubric as experienced, distinguished teachers? Why aren't teachers setting their own goals for improvement? Shouldn't we be encouraging teachers to be innovative and to grow professionally in an area they may be interested in or passionate about? Don't we want teachers to be life-long learners? Just as standardized testing doesn't tell the true story of a student and how much he/she knows, EES ratings do not tell the true value of a teacher.
This school year has been confusing for educators at our school. Teachers dutifully completed the required tasks, but we know that all the EES requirements boiled down to compliance. At the end of the day, we could say we completed everything and checked off every box in pde3 for every teacher, but all of these tasks did NOT necessarily lead to increased student achievement.
We made the decision not to purchase the mandated English Language Arts curriculum. I have no doubt that the year would have been even more difficult for our teachers if we had forced a new program on them.
Instead, our teachers had the opportunity to try new ideas, and they sought opportunities to learn new instructional strategies, often through the use of new technologies. Students had choices on what to read and write when teachers implemented The Daily Five. The entire school was excited to share their creative Cardboard Challenge projects which integrated STEM concepts. Classrooms participated in the Global Read Aloud, Google Hangouts, Mystery Classrooms, and virtual field trips with schools around the globe.. Students created websites, collaborated on Google presentations, learned to code during The Hour of Code, produced informative videos to share important messages, and created communities in Minecraft. They grew their own vegetables, marketed their own sunflower seeds, learned about our state's history and culture by tending their Hawaiian garden, integrated math concepts in art projects, and built their own simple machines. All of these projects would not have been possible without innovative classroom teachers who had "permission" to try something new.
This is what education should be: Empowering principals to empower teachers to empower students. Education is about leadership to innovate and to create. Our school will probably never lead the state in standardized test scores, but we believe our students will be better prepared for life if we empower our teachers and our students to be innovative and to take responsibility for their own learning.
Teaching and learning should be exciting, and schools need to be empowered to address the unique needs of their community rather than being mandated to implement one-size-fits-all curriculum. That was the intent of Act 51.
#savmp
Tuesday, May 27, 2014
Sunday, May 18, 2014
Owning Our Data
As our school year comes to a close in a few days, it is time to reflect on a process which has driven us this past year - Data Team meetings. This is one of our Department's 6 Priority Strategies, and we complied, scheduling meetings so teachers could work together to discuss and improve instructional practices as well as student performance. This data would also be used for one of the two Student Learning Objectives which teachers had to complete as part of their Educator Effectiveness System of evaluation which focused on student growth and learning. We also complied with another Priority Strategy by convening quarterly Academic Review Team meetings to review our data. At each meeting, we shared the data we had, and we were clearly flat-lining, but we could not identify the cause. Analyzing data did not necessarily improve student learning in all classrooms. So what went wrong?
During our second round of teacher observations, I realized that the evidences pointed to marked improvement in four of the five components of the Danielson Framework that we are using as part of the teacher evaluation system. Lessons were more collaborative and engaging, included critical thinking skills and an expectation that students would have opportunities to discuss with each other. The one area that is not improving however, is assessment, and that is where we need to focus our efforts next year.
Examples of formative assessments we are seeing in classrooms are exit tickets with a similar problem for students to solve that is similar to the one they did in class; whiteboards where students hold up their response to a question with the teacher spot-checking; teacher questions to the whole group with the same students often raising their hand to respond; or the assignment itself to check for understanding to reteach later. We also saw students sharing responses with each other and lots of group work where students collaborated on an assignment. Lots of great teaching and learning are happening in our classrooms, but our data did not reflect this. The universal screening tool for Response to Intervention (another Department Priority Strategy) indicated that despite progress monitoring and intervention support, too many students were not moving towards proficiency. The referral rate for special education evaluations remained high. And despite my reluctance to rate teaching and learning based on high-stakes testing, the fact is that many of our students are not proficient on grade level standards if the Hawaii State Bridge Assessment is any indication.
Rather than sharing data at our last ART meeting, we had an honest discussion about why our students are not showing the kinds of gains we would expect to see if our lessons are addressing what they need to know and care about. We came to some agreement about some of the things we need to change next year. Here is a list of what we discussed and will be implementing:
During our second round of teacher observations, I realized that the evidences pointed to marked improvement in four of the five components of the Danielson Framework that we are using as part of the teacher evaluation system. Lessons were more collaborative and engaging, included critical thinking skills and an expectation that students would have opportunities to discuss with each other. The one area that is not improving however, is assessment, and that is where we need to focus our efforts next year.
Examples of formative assessments we are seeing in classrooms are exit tickets with a similar problem for students to solve that is similar to the one they did in class; whiteboards where students hold up their response to a question with the teacher spot-checking; teacher questions to the whole group with the same students often raising their hand to respond; or the assignment itself to check for understanding to reteach later. We also saw students sharing responses with each other and lots of group work where students collaborated on an assignment. Lots of great teaching and learning are happening in our classrooms, but our data did not reflect this. The universal screening tool for Response to Intervention (another Department Priority Strategy) indicated that despite progress monitoring and intervention support, too many students were not moving towards proficiency. The referral rate for special education evaluations remained high. And despite my reluctance to rate teaching and learning based on high-stakes testing, the fact is that many of our students are not proficient on grade level standards if the Hawaii State Bridge Assessment is any indication.
Rather than sharing data at our last ART meeting, we had an honest discussion about why our students are not showing the kinds of gains we would expect to see if our lessons are addressing what they need to know and care about. We came to some agreement about some of the things we need to change next year. Here is a list of what we discussed and will be implementing:
- Too much time was spent this year on summative assessments (HSA Bridge, KidBiz, Measuring Up Live!, AimsWeb, SBAC pilot, grade level content assessments, etc.). Next year, we made the decision not to test kindergarteners using AimsWeb because K teachers already have an assessment that they have used successfully to gauge student progress on readiness skills. However, universal screening using AimsWeb will be administered to all grades 1-5 students at the beginning and end of the year. Students who are at "Below" or "Well Below" on the specific AimsWeb screenings will be progress monitored and assessed during the middle of the year. This will help us make decisions for those students who need the most support or those who are demonstrating little or no progress.
- Every classroom teacher will implement an RTI support system in his/her classroom, a time when students will receive differentiated instruction which is tailored to his/her needs. This should not be difficult because many of our teachers already have a system in place where students rotate through learning activities and the teacher works with students in small homogeneous groups to address specific skills or strengths. The RTI literacy coach and special education teacher can assist with these small groups and work collaboratively to address the needs of individual students at this time.
- Teachers need to own their data and students need to set their own goals. Parents should be informed about the goals for their children so they can help at home and encourage continued growth. At our school, we have two conference weeks - one in the fall and one in the spring. In the past, our spring conference has been student-led, but perhaps it is time to involve students in their fall conference as well so the school can truly partner with the home to ensure success for every student.
- Recent research shows that ". . . reflecting after learning something new makes it stick in your brain." In an article titled, "Study: You Really Can 'Work Smarter, Not Harder'," participants who had the opportunity to reflect on their strategies or on what they had learned, performed about 20% better on a final assessment, and the effects were long-lasting, not short-term. Many of our teachers use learning logs, journals, or interactive notebooks with their students. Adding in a reflection piece with feedback could have a positive impact on student learning and provide the teacher with invaluable information about what students may still be struggling with or may not fully understand. Reflection is a way for students to take ownership for their own learning.
Sunday, April 27, 2014
How Should Teachers Be Evaluated?
It has taken me awhile to write this blog. I've pondered about it for quite some time now, and today, I have spent several hours, attempting to put my thoughts down.
As we approach the ending of our school year and the practice implementation of an evaluation system tying teacher practices and student growth to pay raises, I can say unequivocally that this has been a very challenging year. Recently, a group of principals met with the leaders for the Department's teacher evaluation team. We were informed that this was the first time a group of principals had been given an opportunity to provide feedback on this important work. Whether our comments make a difference in revising the evaluation system remains to be seen.
The concern for most of us who attended the meeting is the increased workload for administrators and the lack of opportunity to provide input before the system was created and implemented. Additionally, the poor rollout of the plan caused confusion and more-than-a-little stress amongst teachers and administrators as we scrambled to make sense of what we were expected to do: two observations with pre and post conferences as well as documentation of evidences to justify our ratings for all classroom teachers; meetings with teachers to discuss progress on their Student Learning Objectives, Core Professionalism evidences, and Working Portfolios (for non-classroom teachers); Tripod Surveys twice a year so students can rate their teachers on 7 components; and monitoring student growth on the statewide assessment.
The one task that is taking up much of our time - during school, after school, and in the evenings and on weekends -- are the observations which account for 25% of a classroom teacher's evaluation score. (Educator Effectiveness System Manual, page 25). I agree that teacher observations are necessary and that ALL teachers should know the four domains of the Danielson Framework because they define the attributes of effective teaching and learning. The Danielson Framework is useful as a coaching tool, to help new and struggling teachers to plan, implement, and reflect on their lessons to set goals for improvement. I believe, however, that when we assign an evaluative score to each of the components, we devalue the true intent of the Danielson Framework as "the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching." (http://danielsongroup.org/framework/)
In an EdWeek blog, Are We Learning from Evaluations? the writers make some good points: "This moment, the one in which the adults are suddenly in a similar position as the students, can be the moment for compassion and empathy to fuel some serious thinking about how we use evaluation. Do we use it to motivate? Do we use it to report? Is it used to inform instruction or professional development? Is it used to label a period of performance with a number? This is a time to ask ourselves what we truly know about good assessment and evaluation and how we are using it."
So how can we improve the EES so teachers and administrators view it positively, as a way to more naturally embed what we are already doing into an evaluation system that truly recognizes a teacher's commitment to the profession?
I feel that Student Learning Objectives and Professional Responsibilities (Domain 4 of the Danielson Framework) are the two most important components of an effective teacher evaluation system. SLOs are collaboratively agreed upon between the teacher and the administrator and are personalized according to individual/class data. These SLOs are global and "acknowledges the value of high expectations for student achievement and the process of linking planning, classroom instruction, and assessment with student outcome goals." (Educator Effectiveness System Manual, page 5) Teachers are adjusting their instruction to address concerns after reviewing the data, and we are seeing improved student work as well as student accountability for their own growth. SLOs have made a difference at our school in how our teachers and students are taking responsibility for their own data.
For this school year, "Core Professionalism" in the EES is component 4F of the Danielson Framework. However, 4F is just a small part of "Professional Responsibilities." We want educators who will be reflective, who contribute to our school community, who communicate effectively with parents, and who continue to grow professionally. Just as we want students to set their own goals which would be reflective of their strengths, needs, and interests, teachers need flexibility to set their own professional goals for the year. Duty 5 of PEP-T (Professional Evaluation Program for Teachers, page 9) provided this opportunity in the past, and I always enjoyed these conversations which revolved around a growth area which the teacher selected. The reflective conversations and sharing of student work centered around something the teacher wanted to work on, and the administrator could support the teacher through professional development opportunities (workshops, classroom observations, virtual resources, professional learning communities, etc.). Perhaps we can go back to Duty 5 as the primary component of "Core Professionalism" and create a rubric and score that could be agreed upon collaboratively between the teacher and administrator.
The most effective teachers are continually learning and striving to improve. They review data and adjust lessons based on strengths, needs, and interests of their students; they network and collaborate with others to share research or best practices; they provide honest feedback and conference with their students so they can improve as learners; they seek opportunities to grow professionally; and their students know that they are engaged in meaningful work which will help them in the future, not just in school, but in life. Students of the most effective teachers are confident learners who are willing to take risks, make mistakes, and learn from them. Formal classroom observations by administrators will not necessarily measure these attributes of effective teachers. I propose that administrators use informal observation data to monitor tenured teacher performance for Domains 2 (Classroom Environment) and 3 (Instruction) of the Danielson Framework. If evidence indicates that a tenured teacher is struggling, a formal observation can be recommended. For non-tenured or struggling teachers, mentor teachers or instructional coaches can use the Framework as a formative assessment tool to provide support. One classroom observation cycle per year by an administrator would be required as an evaluative or summative assessment until the teacher earns tenure status.
We know that teaching is an art ("Good Teaching is an Art, Not a Mathematical Formula"), and our best teachers never stop learning. To relegate their performance to a score using percentiles and formulas is an injustice to all of the teachers who are truly committed to doing their best for the students and their families.
#SAVMP
As we approach the ending of our school year and the practice implementation of an evaluation system tying teacher practices and student growth to pay raises, I can say unequivocally that this has been a very challenging year. Recently, a group of principals met with the leaders for the Department's teacher evaluation team. We were informed that this was the first time a group of principals had been given an opportunity to provide feedback on this important work. Whether our comments make a difference in revising the evaluation system remains to be seen.
The concern for most of us who attended the meeting is the increased workload for administrators and the lack of opportunity to provide input before the system was created and implemented. Additionally, the poor rollout of the plan caused confusion and more-than-a-little stress amongst teachers and administrators as we scrambled to make sense of what we were expected to do: two observations with pre and post conferences as well as documentation of evidences to justify our ratings for all classroom teachers; meetings with teachers to discuss progress on their Student Learning Objectives, Core Professionalism evidences, and Working Portfolios (for non-classroom teachers); Tripod Surveys twice a year so students can rate their teachers on 7 components; and monitoring student growth on the statewide assessment.
The one task that is taking up much of our time - during school, after school, and in the evenings and on weekends -- are the observations which account for 25% of a classroom teacher's evaluation score. (Educator Effectiveness System Manual, page 25). I agree that teacher observations are necessary and that ALL teachers should know the four domains of the Danielson Framework because they define the attributes of effective teaching and learning. The Danielson Framework is useful as a coaching tool, to help new and struggling teachers to plan, implement, and reflect on their lessons to set goals for improvement. I believe, however, that when we assign an evaluative score to each of the components, we devalue the true intent of the Danielson Framework as "the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching." (http://danielsongroup.org/framework/)
In an EdWeek blog, Are We Learning from Evaluations? the writers make some good points: "This moment, the one in which the adults are suddenly in a similar position as the students, can be the moment for compassion and empathy to fuel some serious thinking about how we use evaluation. Do we use it to motivate? Do we use it to report? Is it used to inform instruction or professional development? Is it used to label a period of performance with a number? This is a time to ask ourselves what we truly know about good assessment and evaluation and how we are using it."
So how can we improve the EES so teachers and administrators view it positively, as a way to more naturally embed what we are already doing into an evaluation system that truly recognizes a teacher's commitment to the profession?
I feel that Student Learning Objectives and Professional Responsibilities (Domain 4 of the Danielson Framework) are the two most important components of an effective teacher evaluation system. SLOs are collaboratively agreed upon between the teacher and the administrator and are personalized according to individual/class data. These SLOs are global and "acknowledges the value of high expectations for student achievement and the process of linking planning, classroom instruction, and assessment with student outcome goals." (Educator Effectiveness System Manual, page 5) Teachers are adjusting their instruction to address concerns after reviewing the data, and we are seeing improved student work as well as student accountability for their own growth. SLOs have made a difference at our school in how our teachers and students are taking responsibility for their own data.
For this school year, "Core Professionalism" in the EES is component 4F of the Danielson Framework. However, 4F is just a small part of "Professional Responsibilities." We want educators who will be reflective, who contribute to our school community, who communicate effectively with parents, and who continue to grow professionally. Just as we want students to set their own goals which would be reflective of their strengths, needs, and interests, teachers need flexibility to set their own professional goals for the year. Duty 5 of PEP-T (Professional Evaluation Program for Teachers, page 9) provided this opportunity in the past, and I always enjoyed these conversations which revolved around a growth area which the teacher selected. The reflective conversations and sharing of student work centered around something the teacher wanted to work on, and the administrator could support the teacher through professional development opportunities (workshops, classroom observations, virtual resources, professional learning communities, etc.). Perhaps we can go back to Duty 5 as the primary component of "Core Professionalism" and create a rubric and score that could be agreed upon collaboratively between the teacher and administrator.
The most effective teachers are continually learning and striving to improve. They review data and adjust lessons based on strengths, needs, and interests of their students; they network and collaborate with others to share research or best practices; they provide honest feedback and conference with their students so they can improve as learners; they seek opportunities to grow professionally; and their students know that they are engaged in meaningful work which will help them in the future, not just in school, but in life. Students of the most effective teachers are confident learners who are willing to take risks, make mistakes, and learn from them. Formal classroom observations by administrators will not necessarily measure these attributes of effective teachers. I propose that administrators use informal observation data to monitor tenured teacher performance for Domains 2 (Classroom Environment) and 3 (Instruction) of the Danielson Framework. If evidence indicates that a tenured teacher is struggling, a formal observation can be recommended. For non-tenured or struggling teachers, mentor teachers or instructional coaches can use the Framework as a formative assessment tool to provide support. One classroom observation cycle per year by an administrator would be required as an evaluative or summative assessment until the teacher earns tenure status.
We know that teaching is an art ("Good Teaching is an Art, Not a Mathematical Formula"), and our best teachers never stop learning. To relegate their performance to a score using percentiles and formulas is an injustice to all of the teachers who are truly committed to doing their best for the students and their families.
#SAVMP
Tuesday, April 15, 2014
A Virtual Field Trip Via Google Glass
Google Glassroom
Fourth graders from Mrs. Durante's class had an opportunity to participate in a virtual field trip to Volcanoes National Park with fifth graders from Keeau Elementary School on the Big Island. Other participating schools were University Lab, Nanakuli Elementary, and Peterson School in Mexico City. On Monday, the fifth graders went on a field trip and shared their experiences via Google Glass. What a unique opportunity for our students and for others who participated via Google Hangout!
Click on the link above to see photos of the event (the FB icon)
Wednesday, March 26, 2014
A Tribute to a Visionary Principal
On January 26 of this year, we received an email that Paul T. Kobayashi had passed away. Mr.Kobayashi was a long-time educator and principal at Leilehua High School and Wahiawa Community School for Adults as well as a community leader. The email shared that per his wishes, there would be no services or celebrations of his life. I was surprised, therefore, to turn to page B4 of today's Honolulu Star-Advertiser to see a beautiful tribute to this life-long educator. This tribute was presented by Aileen Hokama back in 2006 at a celebration naming the Leilehua Gymnatorium after Paul T. Kobayashi.
I was a student at Leilehua High School when Mr. Kobayashi arrived as the principal. I remember thinking that he was short and quiet but in those days, getting to know the principal wasn't on my list of priorities. I don't know if I ever interacted 1:1 with him or whether he even knew who I was. I was a typical high school student, doing my best to study and get good grades so I could go on to college to become a teacher.
Fast forward - I went to the University of Hawaii, became a teacher, got married, had three sons, and in 2000, I decided to go into administration. In February 2003, I was named the principal at Hale Kula Elementary School. As a principal in the Leilehua Complex, I attended the event in 2006 celebrating the renaming of the Gymnatorium. I remember being surprised when Mr. Kobayashi walked up to me to ask how I was doing at Hale Kula. We chatted a bit about the challenges of a military school and the impact that deployments were having on our families. I shared that what I remembered about Leilehua when Mr. Kobayashi became the principal was the new schedule that was implemented. We had longer class periods every-other-day which was really innovative at that time. I recall Mr. Kobayashi sharing that it was not easy to change the mindset of the school community, but he felt it would be best for students. Now when I look back on that conversation, I realize how, in his own unassuming way, he was sharing how he made decisions, always keeping students in mind.
I did not recall the details of that speech by Mrs. Hokama, although I do remember that I was impressed with everything Mr. Kobayashi had been involved with as the principal of Leilehua High School. Reading the tribute in today's paper made me realize how this man had such an impact on all educators and principals in the Hawaii Department of Education. The changes he implemented at Leilehua High School have been adopted state-wide: Learning Option Time which provided more time for students as well as professional development time for teachers; Instructional Councils which later evolved into today's School Community Council; the formation of the Oahu Interscholastic Association and the opportunities for public high school students to compete athletically, and one which directly impacts me as a principal. Today, all school administrators are members of Hawaii Government Employees Association Unit 6, thanks to Mr. Kobayashi and others, who realized that in our island state, there must be procedures to allow anyone who meets the minimum qualifications the opportunity to apply for school, district, or state administrative positions.
I'd like to end with this quote in today's tribute: "In 1972, in an interview in the Central Island News, Paul Kobayashi said, 'In the final analysis, the school must meet the varying needs of the students they serve in terms of the changing dynamics and conditions replete in society today - and tomorrow - the threshold of the 21st century.'"
Thank you, Mr. Kobayashi, for truly making a difference in the lives of so many of us.
I was a student at Leilehua High School when Mr. Kobayashi arrived as the principal. I remember thinking that he was short and quiet but in those days, getting to know the principal wasn't on my list of priorities. I don't know if I ever interacted 1:1 with him or whether he even knew who I was. I was a typical high school student, doing my best to study and get good grades so I could go on to college to become a teacher.
Fast forward - I went to the University of Hawaii, became a teacher, got married, had three sons, and in 2000, I decided to go into administration. In February 2003, I was named the principal at Hale Kula Elementary School. As a principal in the Leilehua Complex, I attended the event in 2006 celebrating the renaming of the Gymnatorium. I remember being surprised when Mr. Kobayashi walked up to me to ask how I was doing at Hale Kula. We chatted a bit about the challenges of a military school and the impact that deployments were having on our families. I shared that what I remembered about Leilehua when Mr. Kobayashi became the principal was the new schedule that was implemented. We had longer class periods every-other-day which was really innovative at that time. I recall Mr. Kobayashi sharing that it was not easy to change the mindset of the school community, but he felt it would be best for students. Now when I look back on that conversation, I realize how, in his own unassuming way, he was sharing how he made decisions, always keeping students in mind.
I did not recall the details of that speech by Mrs. Hokama, although I do remember that I was impressed with everything Mr. Kobayashi had been involved with as the principal of Leilehua High School. Reading the tribute in today's paper made me realize how this man had such an impact on all educators and principals in the Hawaii Department of Education. The changes he implemented at Leilehua High School have been adopted state-wide: Learning Option Time which provided more time for students as well as professional development time for teachers; Instructional Councils which later evolved into today's School Community Council; the formation of the Oahu Interscholastic Association and the opportunities for public high school students to compete athletically, and one which directly impacts me as a principal. Today, all school administrators are members of Hawaii Government Employees Association Unit 6, thanks to Mr. Kobayashi and others, who realized that in our island state, there must be procedures to allow anyone who meets the minimum qualifications the opportunity to apply for school, district, or state administrative positions.
I'd like to end with this quote in today's tribute: "In 1972, in an interview in the Central Island News, Paul Kobayashi said, 'In the final analysis, the school must meet the varying needs of the students they serve in terms of the changing dynamics and conditions replete in society today - and tomorrow - the threshold of the 21st century.'"
Thank you, Mr. Kobayashi, for truly making a difference in the lives of so many of us.
Monday, March 24, 2014
Spring Break is Over - Fourth Quarter Begins
Where did Spring Break go? Well, for the first time since I've been principal, we had 18 teachers who requested to transfer to our school. This was an anomaly; most tenured teachers shy away from our school because they prefer not to teach in a highly transient military school. So much of my Spring Break was spent interviewing teachers. I must say, though, that I was impressed with many of the applicants, and it's really nice to have options regarding whom we select for the positions. I firmly believe that the initial interview is so important as it lets the applicant know what our vision for the school is and what our expectations are for our teachers.
This year, I submitted a proposal to lead a session at a Google Apps for Education Summit which took place on Friday and Saturday. I attended the first Summit last year, and I realized how much more I could be doing with GAFE at our school, and at that time, I resolved to get all of our teachers on-board. My proposal focused on how we are using GAFE to build our community of learners at Hale Kula. I was nervous -- I was out of my comfort zone -- and I was worried about technical difficulties. When this happens at school, I am among "family" and they understand, but in front of "strangers" - well, I was experiencing some anxieties. Fortunately, my presentation was during the first block, so I was able to get it over with and relax and enjoy the rest of the Summit. Those who attended my session asked a lot of questions which made the time go quickly. After that experience, I realize I do have something to share with other educators, and I will look for opportunities at other conferences in the future.
The number of participants doubled since the initial Summit last year, and I'm sure it'll keep increasing as more schools adopt GAFE. The best thing about it is that it's free, and as a school with limited resources, we appreciate that Google keeps adding tools that we can use to enhance teaching and learning. Using GAFE, we have the opportunity to collaborate, communicate, think critically, and create and share our learnings not just within our school, but globally as well. In a time when our policy makers are focused on high-stakes testing, we are preparing our students for a world without walls, where their questions will lead them to explore, discover, create, and share. It is inspiring to see what students can create when given the opportunity!
#gafesummit #SAVMP
This year, I submitted a proposal to lead a session at a Google Apps for Education Summit which took place on Friday and Saturday. I attended the first Summit last year, and I realized how much more I could be doing with GAFE at our school, and at that time, I resolved to get all of our teachers on-board. My proposal focused on how we are using GAFE to build our community of learners at Hale Kula. I was nervous -- I was out of my comfort zone -- and I was worried about technical difficulties. When this happens at school, I am among "family" and they understand, but in front of "strangers" - well, I was experiencing some anxieties. Fortunately, my presentation was during the first block, so I was able to get it over with and relax and enjoy the rest of the Summit. Those who attended my session asked a lot of questions which made the time go quickly. After that experience, I realize I do have something to share with other educators, and I will look for opportunities at other conferences in the future.
The number of participants doubled since the initial Summit last year, and I'm sure it'll keep increasing as more schools adopt GAFE. The best thing about it is that it's free, and as a school with limited resources, we appreciate that Google keeps adding tools that we can use to enhance teaching and learning. Using GAFE, we have the opportunity to collaborate, communicate, think critically, and create and share our learnings not just within our school, but globally as well. In a time when our policy makers are focused on high-stakes testing, we are preparing our students for a world without walls, where their questions will lead them to explore, discover, create, and share. It is inspiring to see what students can create when given the opportunity!
#gafesummit #SAVMP
Sunday, March 2, 2014
Too Many Expectations for Our Good Soldiers
Before the start of the new school year, I made a short video which intended to send a message - a humorous one - that I was aware of all the new expectations for teachers which were part of the contract they agreed to and will eventually tie their evaluations to any pay raise. I told our teachers that we would get through the school year together, that I would be there to support them and that we would merge initiatives to ensure that everyone would do satisfactorily on their final evaluations. Now, as we approach the end of the third quarter, I realize that I was being a Pollyanna rather than a realist.
I have been in education for over 40 years, and I believe that teachers are essential to the future of our state, our nation, and our world. I have worked with and supervised hundreds of teachers, and almost all of them believed they can make a difference for their students. For them, teaching is a calling, not just a job. They care about their students; they work long hours to plan lessons which will help their students to progress, and they do their best to be "good soldiers," to do what is expected from their school and their Department. The truth is that our teachers and our administrators are overwhelmed with so many responsibilities and expectations. Schools realize the need to change, but too many new initiatives at once is not productive and not research-based.
That is why I was so appreciative to read this blog post from an attorney who used to be a teacher. Valerie Strauss writes from experience and shares an important message: Teaching is hard work, and it takes a special, committed person to make education their life-long profession.
I remember my first day on the job as a Head Start teacher. I was excited and thought I was prepared; after all, I had my teaching degree. I had never set up a classroom - I did my student teaching in the spring so the class was already set up - but I spent a lot of time and managed to make the classroom neat and inviting for my class of 3 and 4-year-olds. When little Eddie started taking the numbers off the calendar, I told him - very nicely but firmly - not to touch the calendar. Then I put the numbers back up. While trying to console Darren who was crying for his mommy, I heard a scream from a little girl. Rushing over, I saw Lisa with a bite mark on her arm. Eddie looked at me with his big eyes and said, "I told her not to touch it but she didn't listen." My first day of work, and something totally unplanned for happened. Luckily, I didn't quit, and my supervisor didn't give up on me. She asked me what I had learned from this experience. Since that first day, reflection has been an essential part of who I am as an educator.
And that is why I am concerned with the new expectations for teacher evaluations. Do teachers need to be observed by an administrator? Should students be learning in the classroom? Should the classroom be well-managed? Should students like their teacher? Should we have expectations for teachers? The answer is "yes" to all of these questions. However, it's the "how?" that needs to be clarified.
It is the relationship and trust between an administrator and the teacher that will make the difference. When a teacher is hired at our school, my job as the principal is to help that person to be a confident, reflective teacher who continually seeks to improve his/her practice. This is a team effort with the school community providing support and assistance. It doesn't happen overnight and there is no magic formula to becoming a great teacher; in fact, no one ever reaches a level where there is no room for improvement because we cannot predict the challenges our students may have or what their attitude towards school and learning are. Every day is different, and every class is different, and every student is different, so teachers need to have more than book knowledge; they need to care and be willing to build a positive trusting relationship with every student in his/her class to enable him/her to succeed.
Our world is changing, and the skills our students need to be successful in the future are far different from when I was growing up. We need innovative, creative teachers who are able to motivate their students to ask questions and search for their own answers. We need teachers who are able to guide students to understand how to apply the skills they learn in class to real-life problems. We need teachers who understand that every child is different, and we need to be flexible with our curriculum in order to address each child's individual interests, strengths, and challenges.
As a principal, my worth to the school is diminished when much of my time is spent on required tasks that tell me what I already know. I know which teachers are doing well and which teachers are struggling. I know when a class is particularly challenging and which teachers need more support and affirmations. I know which teachers are reaching out to ask for help and which ones are hesitant to admit that they are struggling with a few difficult students. Rather than spending my time documenting evidences that I met with teachers to complete their required tasks, I would prefer to have more opportunities for unplanned observations or meetings or to have informal conversations with teachers about successes or challenges in their classrooms. A trusting relationship between students and their teacher and between teachers and their administrator can lead to risk-taking, confidence, and learning from failures as well as successes.
Our teachers are good soldiers; they do what they're expected to do even if they don't always agree with the task. I fear, though, that as time goes by and teachers realize that they may not reach their targets, we will see less innovation and creativity and more time spent on bringing scores up to indicate that students made the required growth targets.
This is supposedly a "practice" year that does not count for most of our teachers, so I am hopeful that our education leaders will ask for feedback from those in the field in order to revise the expectations for teacher evaluations. Teachers and administrators need to be consulted; after all, we are the ones who have the expertise and who know what kind of impact - positive or negative - these expectations have on the entire school.
#SAVMP #halekula
I have been in education for over 40 years, and I believe that teachers are essential to the future of our state, our nation, and our world. I have worked with and supervised hundreds of teachers, and almost all of them believed they can make a difference for their students. For them, teaching is a calling, not just a job. They care about their students; they work long hours to plan lessons which will help their students to progress, and they do their best to be "good soldiers," to do what is expected from their school and their Department. The truth is that our teachers and our administrators are overwhelmed with so many responsibilities and expectations. Schools realize the need to change, but too many new initiatives at once is not productive and not research-based.
That is why I was so appreciative to read this blog post from an attorney who used to be a teacher. Valerie Strauss writes from experience and shares an important message: Teaching is hard work, and it takes a special, committed person to make education their life-long profession.
I remember my first day on the job as a Head Start teacher. I was excited and thought I was prepared; after all, I had my teaching degree. I had never set up a classroom - I did my student teaching in the spring so the class was already set up - but I spent a lot of time and managed to make the classroom neat and inviting for my class of 3 and 4-year-olds. When little Eddie started taking the numbers off the calendar, I told him - very nicely but firmly - not to touch the calendar. Then I put the numbers back up. While trying to console Darren who was crying for his mommy, I heard a scream from a little girl. Rushing over, I saw Lisa with a bite mark on her arm. Eddie looked at me with his big eyes and said, "I told her not to touch it but she didn't listen." My first day of work, and something totally unplanned for happened. Luckily, I didn't quit, and my supervisor didn't give up on me. She asked me what I had learned from this experience. Since that first day, reflection has been an essential part of who I am as an educator.
And that is why I am concerned with the new expectations for teacher evaluations. Do teachers need to be observed by an administrator? Should students be learning in the classroom? Should the classroom be well-managed? Should students like their teacher? Should we have expectations for teachers? The answer is "yes" to all of these questions. However, it's the "how?" that needs to be clarified.
It is the relationship and trust between an administrator and the teacher that will make the difference. When a teacher is hired at our school, my job as the principal is to help that person to be a confident, reflective teacher who continually seeks to improve his/her practice. This is a team effort with the school community providing support and assistance. It doesn't happen overnight and there is no magic formula to becoming a great teacher; in fact, no one ever reaches a level where there is no room for improvement because we cannot predict the challenges our students may have or what their attitude towards school and learning are. Every day is different, and every class is different, and every student is different, so teachers need to have more than book knowledge; they need to care and be willing to build a positive trusting relationship with every student in his/her class to enable him/her to succeed.
Our world is changing, and the skills our students need to be successful in the future are far different from when I was growing up. We need innovative, creative teachers who are able to motivate their students to ask questions and search for their own answers. We need teachers who are able to guide students to understand how to apply the skills they learn in class to real-life problems. We need teachers who understand that every child is different, and we need to be flexible with our curriculum in order to address each child's individual interests, strengths, and challenges.
As a principal, my worth to the school is diminished when much of my time is spent on required tasks that tell me what I already know. I know which teachers are doing well and which teachers are struggling. I know when a class is particularly challenging and which teachers need more support and affirmations. I know which teachers are reaching out to ask for help and which ones are hesitant to admit that they are struggling with a few difficult students. Rather than spending my time documenting evidences that I met with teachers to complete their required tasks, I would prefer to have more opportunities for unplanned observations or meetings or to have informal conversations with teachers about successes or challenges in their classrooms. A trusting relationship between students and their teacher and between teachers and their administrator can lead to risk-taking, confidence, and learning from failures as well as successes.
Our teachers are good soldiers; they do what they're expected to do even if they don't always agree with the task. I fear, though, that as time goes by and teachers realize that they may not reach their targets, we will see less innovation and creativity and more time spent on bringing scores up to indicate that students made the required growth targets.
This is supposedly a "practice" year that does not count for most of our teachers, so I am hopeful that our education leaders will ask for feedback from those in the field in order to revise the expectations for teacher evaluations. Teachers and administrators need to be consulted; after all, we are the ones who have the expertise and who know what kind of impact - positive or negative - these expectations have on the entire school.
#SAVMP #halekula
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