Hmm. On a surface level, lots. I'm feeling like we give lots of lip service to the idea of continual improvement and go to PD and all that, but we continue to keep structures in place even when the learning or the feedback does not support our doing so. I am realizing how good we are at compliance, but that chaos is the fear that keeps us from really asking for feedback and then acting on it. I'm feeling a lot of conflict about my role in 'the system' right now between what I want to try and what I will be expected to do.
One that would be similar to Slide 22's quote "Don't start moving the fences until you know why they were put there in the first place." would be planning with a team in my second year teaching a subject. Half the team was new to the campus and half the team, including me, was there the prior year and worked in the same subject. There were times when some wanted to start over and put up a new "fence" but at times the system in place was already able to accomplish the goal. We had to not only look at each invidual "fence" and what is was able to accomplish but also make sure the entire team was completely informedl
Yes, but sometimes the fence has just been there for so long and maybe without any maintenance and so it becomes a stumbling block. Is the fence keeping something in, or keeping something out? You gotta walk the fence line from time to time and determine if the fence is still doing it's job.
Similarly, with a new position I will struggle with building a new fence. Why not? Whatever we were doing before, clearly did not work. To answer my own question, the fence was probably a beginning solution, but how we now structure it and organize the pieces is what will make the difference.
I think we have to be careful with just building new fences. It may cause others to think there hard work in the past is not valued. Instead of replacing everything we should see if there are certain parts of the fence that can stay and just replace the wood that is old and no longer doing the job.
Graduate school has been a process of continuous improvement for me, in my practice as a teacher and an aspiring school leader. Continuous improvement seems somewhat voluntary and therefore as a leader, you have to encourage it instead of make it compulsory. This is about capacity building and empowerment more so than initiatives and programs of course, and in my personal experience I'm not sure I've had the chance to work in schools with leaders who have done an exceptional job fostering this in others. I think some people have embarked on continuous improvement processes in spite of the leadership, or alternatively in honor of the students, but I would love to be a part of a school where that was the norm for all members of the team.
Slide 11 shows that results are worth 450 out of 1000 points when it comes to education criteria for performance excellence. Education is results driven and results are a huge part of rating a school's performance. We experience this through state assessments. We have to remember that there are 550 points that the state does not see and many times does not account for. The other 550 affects the potential 450.
I've worked on my campus Strategic Planning Team. The committee consisted mostly of parents, our principal, and two teachers. It was a constant struggle for us to focus on learning, and the parents really did not understand that. There were so many discussions about putting kids first but in reality, the committee made decisions using a business model. They did not want to hear about equity issues but would tolerate some discussions. In the end, we developed a plan that will address some of the issues on campus. My principal struggled to maintain her vision of putting kids first and would be side-tracked by logistical decisions. She did try to always bring the focus back to students, but she wasn't always successful in this.
Honestly, I don't feel like I have had much. Sure I have had many many hours of professional development through both districts I have worked for. Sure I have been in book studies that were educational. However, I have never written a SMART goal for myself (to use a PLC term :) ). Nor have I ever tracked my own progress or the progress of a team. I have sought out other learning opportunities, and my own self-driven learning has been the most impactful.
The processes highlighted here are more common in the private sector, so I don't really have a lot of experience with them specifically. I do, however, agree wholeheartedly that improvement is hard work. I like the analogy of continuous improvement and exercise.
My experiences have been similar to Eliza's. Additionally, my old campus was a "Model Whole School", which is an initiative through the Kennedy Center and the Mississippi Arts Commission, requiring us to teach in and through the arts. As a model school, we were required to stay in compliance with the MAC's policies and expectations, which I would assume would be similar to being a model bilingual campus, like Pickle's. However, a large portion of this compliance would be to host other campuses, guest artists, and visitors for PD and walk-throughs, in addition to PD that was required of all Whole School campuses. The Professional Development was purposeful and continual, and focused on arts integration that promoted whole brain thinking and higher order questioning that targeted all areas. That was the campus focus and that was what discussion centered around - discussion similar to Sir Ken Robinson's talk. It was positive and student-focused. And guess what? Compliance for state standards and testing somehow fell into place.
I participated as a teacher in a continuous improvement cycle. I partnered with an instructional coach. It was completely refreshing, and the only professional development that I ever implemented with fidelity. It was a change of mind, and a change of philosophy --- rather than a "program" or an "initiative"
Wheatley (2006) states ever so eloquently, "Now my first desire with a group is to learn who they are, what self they are referencing. I can never learn this by listening to some self-reports, or taking the word of a few people. I discover who they are by noticing what's meaningful to them a they are engaged in their work" (p. 148).
Continuous improvement for me lies in learning how to most effectively interact with others through a developed understanding of who they are and what they value. When I learn the goals of others and how to build capacity, it goes a long way. When I understand learning needs through classroom observations and learner centered conversations, I feel I also continuously develop in the web of communication.
My school's process has changed over the years. I think the most productive process was under different leadership a few years ago when we all dissected our campus improvement goals through discussion and volunteering for ones that interested us the most. It felt like a whole-group effort and there was more buy in. On the other hand, only some of the groups formed at the beginning of the year accomplished their goals and there was not a conscientious effort made to re-evaluate and extend those goals into the next year.
In terms of instructional improvement, continuous improvement has been on an individual basis. We conduct walk-throughs but they are not accompanied by book studies, etc.
I was trained in Balridge when it first came to Round Rock. I was sent by the district to visit schools in New Mexico and to the national convention the time. I have always thought in a systems process approach and tried to set up my class as such. Balridge became an extension, refinement, and adaptation. Today, we use our PLC and data meetings for CIP. Also, as part of IB there is a systems approach to reflections and outcomes.
At IDEA, we have a staff development cycle that consists of 4 stages: 1. Goal-setting. Conducted every August that sets professional goals for the school year. 2. 2x2 conversations. Conducted in December. These convo are with our managers and we each give each other 2 pieces of feedback 3. Progress to goal conversations. Conducted in Feb/March. This is where we reflect on how we're progressing towards reaching our goals and make any adjustments as necessary 4. Annual Performance Review. Conducted in May.
Additionally, we hold weekly coaching conversations.
Hmm. On a surface level, lots. I'm feeling like we give lots of lip service to the idea of continual improvement and go to PD and all that, but we continue to keep structures in place even when the learning or the feedback does not support our doing so. I am realizing how good we are at compliance, but that chaos is the fear that keeps us from really asking for feedback and then acting on it. I'm feeling a lot of conflict about my role in 'the system' right now between what I want to try and what I will be expected to do.
ReplyDeleteThe behavior is not congruent to the values.
DeleteRight--are we operating from a place of fear? What is creating the fear and is it real? Compliance does not mean success.
DeleteOne that would be similar to Slide 22's quote "Don't start moving the fences until you know why they were put there in the first place." would be planning with a team in my second year teaching a subject. Half the team was new to the campus and half the team, including me, was there the prior year and worked in the same subject. There were times when some wanted to start over and put up a new "fence" but at times the system in place was already able to accomplish the goal. We had to not only look at each invidual "fence" and what is was able to accomplish but also make sure the entire team was completely informedl
ReplyDeleteYes, but sometimes the fence has just been there for so long and maybe without any maintenance and so it becomes a stumbling block. Is the fence keeping something in, or keeping something out? You gotta walk the fence line from time to time and determine if the fence is still doing it's job.
DeleteI agree, Shawna. I think it is important to always look at the fence. If not, you become stagnet.
DeleteSimilarly, with a new position I will struggle with building a new fence. Why not? Whatever we were doing before, clearly did not work. To answer my own question, the fence was probably a beginning solution, but how we now structure it and organize the pieces is what will make the difference.
DeleteI wonder if I've become stagnant, seriously. I am compliant and I get things done. But what am I accomplishing? Gah! Metacognitive moment!!!
DeleteI think we have to be careful with just building new fences. It may cause others to think there hard work in the past is not valued. Instead of replacing everything we should see if there are certain parts of the fence that can stay and just replace the wood that is old and no longer doing the job.
DeleteGraduate school has been a process of continuous improvement for me, in my practice as a teacher and an aspiring school leader. Continuous improvement seems somewhat voluntary and therefore as a leader, you have to encourage it instead of make it compulsory. This is about capacity building and empowerment more so than initiatives and programs of course, and in my personal experience I'm not sure I've had the chance to work in schools with leaders who have done an exceptional job fostering this in others. I think some people have embarked on continuous improvement processes in spite of the leadership, or alternatively in honor of the students, but I would love to be a part of a school where that was the norm for all members of the team.
ReplyDeleteWell said! I agree.
DeleteSlide 11 shows that results are worth 450 out of 1000 points when it comes to education criteria for performance excellence. Education is results driven and results are a huge part of rating a school's performance. We experience this through state assessments. We have to remember that there are 550 points that the state does not see and many times does not account for. The other 550 affects the potential 450.
ReplyDeleteI've worked on my campus Strategic Planning Team. The committee consisted mostly of parents, our principal, and two teachers. It was a constant struggle for us to focus on learning, and the parents really did not understand that. There were so many discussions about putting kids first but in reality, the committee made decisions using a business model. They did not want to hear about equity issues but would tolerate some discussions. In the end, we developed a plan that will address some of the issues on campus. My principal struggled to maintain her vision of putting kids first and would be side-tracked by logistical decisions. She did try to always bring the focus back to students, but she wasn't always successful in this.
ReplyDeleteAh! Special interest groups are masters (either purposely or not) at distracting a principal from the MAIN THING.
DeleteHonestly, I don't feel like I have had much. Sure I have had many many hours of professional development through both districts I have worked for. Sure I have been in book studies that were educational. However, I have never written a SMART goal for myself (to use a PLC term :) ). Nor have I ever tracked my own progress or the progress of a team. I have sought out other learning opportunities, and my own self-driven learning has been the most impactful.
ReplyDeleteThe processes highlighted here are more common in the private sector, so I don't really have a lot of experience with them specifically. I do, however, agree wholeheartedly that improvement is hard work. I like the analogy of continuous improvement and exercise.
ReplyDeleteMy experiences have been similar to Eliza's. Additionally, my old campus was a "Model Whole School", which is an initiative through the Kennedy Center and the Mississippi Arts Commission, requiring us to teach in and through the arts. As a model school, we were required to stay in compliance with the MAC's policies and expectations, which I would assume would be similar to being a model bilingual campus, like Pickle's. However, a large portion of this compliance would be to host other campuses, guest artists, and visitors for PD and walk-throughs, in addition to PD that was required of all Whole School campuses. The Professional Development was purposeful and continual, and focused on arts integration that promoted whole brain thinking and higher order questioning that targeted all areas. That was the campus focus and that was what discussion centered around - discussion similar to Sir Ken Robinson's talk. It was positive and student-focused. And guess what? Compliance for state standards and testing somehow fell into place.
ReplyDeleteFunny how that happens.
DeleteI participated as a teacher in a continuous improvement cycle.
ReplyDeleteI partnered with an instructional coach. It was completely refreshing, and the only professional development that I ever implemented with fidelity. It was a change of mind, and a change of philosophy --- rather than a "program" or an "initiative"
The best kind.
DeleteWheatley (2006) states ever so eloquently, "Now my first desire with a group is to learn who they are, what self they are referencing. I can never learn this by listening to some self-reports, or taking the word of a few people. I discover who they are by noticing what's meaningful to them a they are engaged in their work" (p. 148).
ReplyDeleteContinuous improvement for me lies in learning how to most effectively interact with others through a developed understanding of who they are and what they value. When I learn the goals of others and how to build capacity, it goes a long way. When I understand learning needs through classroom observations and learner centered conversations, I feel I also continuously develop in the web of communication.
My school's process has changed over the years. I think the most productive process was under different leadership a few years ago when we all dissected our campus improvement goals through discussion and volunteering for ones that interested us the most. It felt like a whole-group effort and there was more buy in. On the other hand, only some of the groups formed at the beginning of the year accomplished their goals and there was not a conscientious effort made to re-evaluate and extend those goals into the next year.
ReplyDeleteIn terms of instructional improvement, continuous improvement has been on an individual basis. We conduct walk-throughs but they are not accompanied by book studies, etc.
I was trained in Balridge when it first came to Round Rock. I was sent by the district to visit schools in New Mexico and to the national convention the time. I have always thought in a systems process approach and tried to set up my class as such. Balridge became an extension, refinement, and adaptation. Today, we use our PLC and data meetings for CIP. Also, as part of IB there is a systems approach to reflections and outcomes.
ReplyDeleteAt IDEA, we have a staff development cycle that consists of 4 stages:
ReplyDelete1. Goal-setting. Conducted every August that sets professional goals for the school year.
2. 2x2 conversations. Conducted in December. These convo are with our managers and we each give each other 2 pieces of feedback
3. Progress to goal conversations. Conducted in Feb/March. This is where we reflect on how we're progressing towards reaching our goals and make any adjustments as necessary
4. Annual Performance Review. Conducted in May.
Additionally, we hold weekly coaching conversations.