I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.
Why Focusing On Adult Learning Builds A School Culture Where Students Thrive
Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture
Why It's Crucial – And Really Hard – To Talk About More Equitable Grading
How Teachers Designed a School Centered On Caring Relationships
How to Plan and Implement Continuous Improvement In Schools
Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue
A Deeper Look at the Whole School Approach to Behavior
When Coaching Teachers Has Curiosity As Its Primary Goal
Sponsored
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FM","link":"/"}},"mindshift_56676":{"type":"posts","id":"mindshift_56676","meta":{"index":"posts_1591205157","site":"mindshift","id":"56676","score":null,"sort":[1600753640000]},"guestAuthors":[],"slug":"im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck","title":"I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.","publishDate":1600753640,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"During overwhelming times, one principal relies on her friends, professional network and self-care habits that are not always easy to stick with. ","status":"publish","parent":0,"modified":1600753640,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1421},"headData":{"title":"I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck. - MindShift","description":"During overwhelming times, one principal relies on her friends, professional network and self-care habits that are not always easy to stick with. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56676 https://ww2.kqed.org/mindshift/?p=56676","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/21/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck/","disqusTitle":"I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.","nprByline":"\u003ca href=\"https://www.chalkbeat.org/\">Wendy Oleksy, Chalkbeat Chicago\u003c/a>","path":"/mindshift/56676/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56676/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck","authors":["byline_mindshift_56676"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_1041","mindshift_20865","mindshift_96","mindshift_21382","mindshift_21359"],"featImg":"mindshift_55292","label":"mindshift"},"mindshift_54750":{"type":"posts","id":"mindshift_54750","meta":{"index":"posts_1591205157","site":"mindshift","id":"54750","score":null,"sort":[1580110176000]},"guestAuthors":[],"slug":"why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","publishDate":1580110176,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","status":"publish","parent":0,"modified":1580110176,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2129},"headData":{"title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive | KQED","description":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54750 https://ww2.kqed.org/mindshift/?p=54750","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/26/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive/","disqusTitle":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","path":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_37","mindshift_21178","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_1041","mindshift_96","mindshift_21049","mindshift_486"],"featImg":"mindshift_54759","label":"mindshift"},"mindshift_53744":{"type":"posts","id":"mindshift_53744","meta":{"index":"posts_1591205157","site":"mindshift","id":"53744","score":null,"sort":[1564381357000]},"guestAuthors":[],"slug":"inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","title":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture","publishDate":1564381357,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>** This paragraph has been edited to clarify that Scharff Panero was the lead facilitator of the SAM program at New Dorp. Her work there helped her study and refine the model that she later started calling \"Strategic Inquiry.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers across disciplines can work together to investigate problems students are facing, they can work towards a more complete solution for the child. ","status":"publish","parent":0,"modified":1565197676,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2508},"headData":{"title":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture | KQED","description":"When teachers across disciplines can work together to investigate problems students are facing, they can work towards a more complete solution for the child. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53744 https://ww2.kqed.org/mindshift/?p=53744","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/28/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture/","disqusTitle":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture","path":"/mindshift/53744/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>** This paragraph has been edited to clarify that Scharff Panero was the lead facilitator of the SAM program at New Dorp. Her work there helped her study and refine the model that she later started calling \"Strategic Inquiry.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53744/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_1041","mindshift_486","mindshift_21269","mindshift_21270","mindshift_21197"],"featImg":"mindshift_53751","label":"mindshift"},"mindshift_52679":{"type":"posts","id":"mindshift_52679","meta":{"index":"posts_1591205157","site":"mindshift","id":"52679","score":null,"sort":[1549866373000]},"guestAuthors":[],"slug":"why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading","title":"Why It's Crucial – And Really Hard – To Talk About More Equitable Grading","publishDate":1549866373,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\"Prologue: Mallory's Dilemma\" excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/grading-for-equity/book258205\" target=\"_blank\" rel=\"noopener\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/a> by Joe Feldman. Thousand Oaks, CA: \u003ca href=\"https://www.corwin.com\" target=\"_blank\" rel=\"noopener\">Corwin\u003c/a>, 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is the first article in a two-part series about equitable grading practices. This article sets up some of the challenges. In part two, learn \u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">how teachers are addressing this issue\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Joe Feldman\u003c/strong>\u003c/p>\n\u003cp>The data couldn't be possible. Actually, it \u003cem>shouldn't\u003c/em> be possible.\u003c/p>\n\u003cp>Mallory had just completed her first year as principal of Centennial College Prep Middle School, a new public charter school in Huntington Park, California. As a young, white woman leading a school that served nearly all Latino students, many living below the poverty line, Mallory had approached her job humbly, not immediately pushing initiatives and changing policies to align to her own personal vision (what she called the “new sheriff in town approach”). Instead, her priority was to first understand her school community: its context, history, strengths, and needs. She had watched, listened, and built relationships with her faculty, students, and their families. She had visited classrooms, reviewed teachers’ lesson plans, and studied the school’s statistics: attendance percentages, disciplinary referrals, and test scores.\u003c/p>\n\u003cp>Whether the data she reviewed was “hard” data like test scores or “soft” data like her observations of teacher-student dynamics in classrooms, Mallory kept a sharp lookout for how the school could be made more equitable. Mallory’s vision was that students should have equal opportunities for success regardless of their ethnicity, first language, gender, income, or special needs. She paid attention to patterns of unequal achievement or opportunity in her school. For example, were boys being referred more frequently to the office? Were poorer students showing a common weakness on a strand of skills on the writing assessment? Did students who received special education services have a higher rate of absenteeism?\u003c/p>\n\u003cp>But that wasn’t all. To Mallory, one of the most important indications of a high quality, equitable school is that students are successful regardless of their teacher.\u003c/p>\n\u003cp>One teacher’s students shouldn’t learn different material or be less prepared for the next grade than another teacher’s students. Fortunately, based on her classroom visits and other data, Mallory found that although teachers approached their work in ways that reflected their individual backgrounds and personalities, students’ learning experiences were generally consistent across classrooms. Students in the same course taught by two different teachers—such as Ms. Thompson’s and Ms. Richardson’s sixth-grade English classes—were learning the same skills, reading the same books and essays, getting the same homework, receiving similar support, and taking the same tests. Mallory was confident that regardless of their sixth-grade teacher, students would be similarly prepared for seventh-grade English.\u003c/p>\n\u003cp>Since teachers were aligned with what and how they were teaching, and because the school didn’t track students or create unbalanced classes where one sixth-grade English class would be stronger than the others, Mallory reasoned that by all accounts the performance of students should be comparable across teachers of the same course. In other words, the rate of As, Bs, Cs, Ds, and Fs in any course should be relatively similar for each teacher of that course. But that wasn’t happening. Strange things were showing up in the data.\u003c/p>\n\u003cp>Take, for example, her school's sixth-grade math and English classes, each taught by three different teachers:\u003c/p>\n\u003ctable style=\"width: 100%\">\n\u003ctbody>\n\u003ctr>\n\u003cth>\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Math-image.png\" alt=\"\" width=\"320\" height=\"387\">\u003c/th>\n\u003cth>\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/English-image.png\" alt=\"\" width=\"320\" height=\"399\">\u003c/th>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>If you were a student in two of the three teachers’ math classes you had about a 20 percent chance of getting a D or F, but if you were in the third teacher’s math class, you had 0 percent chance of getting a D or F. In the English classes, taught by three different teachers including Ms. Richardson and Ms.Thompson, the range of D and F rates—4 percent, 22 percent, and 35 percent—was even more dramatic. Mallory double-checked the grade data, then double-checked that students in the classes weren’t significantly different—in other words, one teacher’s students as a group didn’t have lower standardized test scores or higher rates of absences. No, the groups of students were similar; the only difference among the classes seemed to be the chances of receiving a particular grade.\u003c/p>\n\u003cp>Mallory put on her detective hat and considered, investigated, and then rejected several explanations: No substantive differences in instruction. Teachers were using the same curriculum with the same tests and even scored those tests as a team to ensure fairness and uniform evaluation. Mallory scoured students’ previous test scores and grades, with no indication of drastically different profiles of the classes as a whole. No substantive difference in the classroom physically—it wasn’t as if one classroom had a broken thermostat or was closer to a noisy playground. What was even odder was that students with identical standardized test scores received different grades depending on their teacher. The teachers were teaching similarly, the students were demonstrating similar achievement, but the grades showed inconsistency. This data seemed unexplainable, impossible, and grossly inequitable.\u003c/p>\n\u003cp>On a lark, Mallory looked at the syllabus for each class—each teacher of a course had created her own personalized version—and it shocked her. Each teacher’s syllabus began with a similar introduction to the course content and description of important materials for the class, but then it was as if each teacher was in an entirely different school:\u003c/p>\n\u003cul>\n\u003cli>One teacher accepted no homework after the attendance bell rang, some deducted points if homework was late (although the amount deducted ranged from a few points to two letter grades’ worth), and another accepted work beyond the due date up until the end of the quarter, with no penalty.\u003c/li>\n\u003cli>One teacher gave each daily homework assignment a grade of 10 percent or 100 percent based on how much of the homework was completed and correct, and allowed students who had received 10 percent up to one week to correct mistakes. Another gave full credit for an assignment if the student showed effort to complete it, regardless of whether answers were correct.\u003c/li>\n\u003cli>One teacher reduced points on an assignment if the student didn’t completely and correctly write her or his first and last name, along with the title of the assignment. Another subtracted points if an assignment was submitted on notebook paper that had ripped holes or ripped edges.\u003c/li>\n\u003cli>Most teachers organized their gradebook by grouping types of assignments into categories (Homework, Classwork, Tests, etc.), and weighted each category to denote its importance (Homework = 30% of the grade; Tests = 70%). However, no teacher had the same weightings for any categories. For example, the weight of tests ranged from 40 percent to 70 percent of a student’s grade.\u003c/li>\n\u003cli>Some teachers had only three categories of assignments (Tests, Classwork, and Homework), while others included categories that seemed more subjective, such as Citizenship, Participation, and Effort. There was no explanation in the syllabus of how these subjective categories were calculated or on what they were based.\u003c/li>\n\u003cli>Other teachers didn't use percentage weights at all, but assigned different point values to different assignments. For example, Homework assignments might be 5 to 10 points each, with tests worth 100 points.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers' different grading policies made it possible for two students with the same academic performance to receive different grades. What particularly confused and concerned Mallory was that some teachers were grading students on criteria that seemed to have nothing to do with their academic achievement -- such as whether their paper had intact holes or had the proper heading -- and others were basing parts of students’ grades entirely on subjective criteria, such as effort, that were susceptible to teachers’ implicit biases. This grade data that couldn’t be possible suddenly was.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575\">\u003cimg class=\"alignright wp-image-52685\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/feldman_cover.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover-240x343.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>A few days later, something happened that changed Mallory’s confusion to concern. Maria, a shy but earnest eighth grader, came to her office nearly in tears. Last year as a seventh grader, she had received a B in math, her most challenging subject, but this year was barely passing with a D. What was really frustrating Maria was that even though she often handed in homework assignments late or incomplete -- she had after-school responsibilities at home in addition to dance class three times a week -- she consistently performed well on every exam. She obviously had learned the math and had shown it when it mattered most, and though last year this type of performance had earned her a B, her teacher this year gave zeros for late or incomplete homework, resulting in her D. Maria was feeling a crisis of confidence: Other students copied to get their homework in on time for the homework points, which Maria had resisted, but would she have no other choice? Had last year’s teacher lied to her about her math skills? Was she not as good at math as she thought? Or was this year's teacher out to get her?\u003c/p>\n\u003cp>To Mallory, no longer were her teachers’ inconsistent policies a theoretical dilemma. The school had spent months of planning and coordination to make sure teachers in the math department were using sequenced curriculum and that each teacher was preparing students to be ready for the next year -- called \"vertical alignment.\" Yet teachers’ different approaches to grading was undermining all of it, sending confusing messages about learning and impacting students’ grades and promotion rates, their beliefs about school, and even their self-image.\u003c/p>\n\u003cp>Mallory had to talk to her teachers about what was happening. The prior year, she had broached many conversations -- some quite difficult and uncomfortable -- with her teachers about curriculum, teaching strategies, job responsibilities, even evaluation. Surely, she assumed, they would be as astonished as she was when they saw the data and would reconsider how they graded.\u003c/p>\n\u003cp>But now came her second shock: When she began a discussion of grades with her teachers, it was like poking a hornet’s nest. Nothing prepared her for the volatility of conversations about teachers’ grading practices. Many of her teachers, previously open to exploring new ideas about nearly every aspect of their work, reacted with defensiveness and adamant justification. Teachers with higher failure rates argued proudly that their grading reflected higher standards, that they were the \"real teachers.\" A teacher with low failure rates explained that he was the only teacher who cared enough to give students retakes and second chances. One teacher simply refused to discuss the topic, citing her state’s Education Code that protected teachers from administrators’ pressure to change or overwrite grades. One teacher began to cry, confessing that she had never received any training or support on how to grade and feared that she was grading students unfairly. Conversations about grading weren’t like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the “real world” beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.\u003c/p>\n\u003cp>When she talked about these grading problems with principals of other schools, Mallory was surprised and dismayed to learn that grading varied by teacher in every school. This phenomenon was widespread, even the norm. Teachers thoughtfully and intentionally were creating policies that they believed, in their most thoughtful professional judgment, would promote learning. Yet they were doing so independently and often contradicting each other, yielding in each school a patchwork of well-intentioned but ultimately idiosyncratic approaches to evaluating and reporting student performance. Even when a department or a group of teachers made agreements -- for example, to have homework count for no more than 40 percent of a grade -- teachers' other unique policies and practices, such as whether homework would be accepted after the due date, made their attempts at consistency seem halfhearted and ineffectual.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What's more, even though every principal had the same problems and frustrations with inconsistent grading, no one had any success in addressing it. Other principals had tried to raise the topic of grading and had met the same kind of resistance Mallory had experienced, sometimes even with vitriol and formal allegations of attempted infringement upon teachers' academic freedom.\u003c/p>\n\u003cp>Mallory wondered: Was inconsistent grading an unavoidable part of schools, like the annoying bells between classes, the complaints about cafeteria food, the awkward physical education outfits, and weak turnout at Open House? Was it an inevitable side effect of teacher creativity, ownership, and initiative? Were teachers' different ways of evaluating and reporting student performance a hallmark of teachers’ professionalism or an undermining of that professionalism? And did principals’ avoidance of addressing the variance and inconsistency of grading represent support of their teachers, a détente between teachers and administrators, or an unspoken compromise that ignored the damaging impact on children, particularly those who are most vulnerable?\u003c/p>\n\u003cp>\u003cem>This excerpt is the first in a two-part series about equitable grading practices. This article set up some of the challenges to changing grading practices. In part two, \u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">learn how teachers are addressing this issue.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_52698\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-52698\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Joe_Feldman-0014RT2-e1544573282656.jpg\" alt=\"\" width=\"200\" height=\"160\">\u003cfigcaption class=\"wp-caption-text\">Joe Feldman\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Joe Feldman has worked in education for over 20 years in both charter and district school contexts, as a teacher, principal, and district administrator. He is currently the CEO of Crescendo Education Group, which partners with school and districts to help teachers use improved and more equitable grading and assessment practices. He is the author of \u003cem>\u003ca href=\"https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575/ref=sr_1_1?ie=UTF8&qid=1544465479&sr=8-1&keywords=grading+for+equity&pldnSite=1\" target=\"_blank\" rel=\"noopener\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/a>\u003c/em> and manages the website \u003ca href=\"https://gradingforequity.org/\" target=\"_blank\" rel=\"noopener\">gradingforequity.org\u003c/a>. He lives in Oakland, California.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Teachers thoughtfully develop grading policies in their classrooms that they believe will promote learning. But what if those same policies unintentionally add to the inequity in the system?","status":"publish","parent":0,"modified":1571972433,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":2326},"headData":{"title":"Why It's Crucial – And Really Hard – To Talk About More Equitable Grading | KQED","description":"Teachers thoughtfully develop grading policies in their classrooms that they believe will promote learning. But what if those same policies unintentionally add to the inequity in the system?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52679 https://ww2.kqed.org/mindshift/?p=52679","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/10/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading/","disqusTitle":"Why It's Crucial – And Really Hard – To Talk About More Equitable Grading","path":"/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\"Prologue: Mallory's Dilemma\" excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/grading-for-equity/book258205\" target=\"_blank\" rel=\"noopener\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/a> by Joe Feldman. Thousand Oaks, CA: \u003ca href=\"https://www.corwin.com\" target=\"_blank\" rel=\"noopener\">Corwin\u003c/a>, 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is the first article in a two-part series about equitable grading practices. This article sets up some of the challenges. In part two, learn \u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">how teachers are addressing this issue\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Joe Feldman\u003c/strong>\u003c/p>\n\u003cp>The data couldn't be possible. Actually, it \u003cem>shouldn't\u003c/em> be possible.\u003c/p>\n\u003cp>Mallory had just completed her first year as principal of Centennial College Prep Middle School, a new public charter school in Huntington Park, California. As a young, white woman leading a school that served nearly all Latino students, many living below the poverty line, Mallory had approached her job humbly, not immediately pushing initiatives and changing policies to align to her own personal vision (what she called the “new sheriff in town approach”). Instead, her priority was to first understand her school community: its context, history, strengths, and needs. She had watched, listened, and built relationships with her faculty, students, and their families. She had visited classrooms, reviewed teachers’ lesson plans, and studied the school’s statistics: attendance percentages, disciplinary referrals, and test scores.\u003c/p>\n\u003cp>Whether the data she reviewed was “hard” data like test scores or “soft” data like her observations of teacher-student dynamics in classrooms, Mallory kept a sharp lookout for how the school could be made more equitable. Mallory’s vision was that students should have equal opportunities for success regardless of their ethnicity, first language, gender, income, or special needs. She paid attention to patterns of unequal achievement or opportunity in her school. For example, were boys being referred more frequently to the office? Were poorer students showing a common weakness on a strand of skills on the writing assessment? Did students who received special education services have a higher rate of absenteeism?\u003c/p>\n\u003cp>But that wasn’t all. To Mallory, one of the most important indications of a high quality, equitable school is that students are successful regardless of their teacher.\u003c/p>\n\u003cp>One teacher’s students shouldn’t learn different material or be less prepared for the next grade than another teacher’s students. Fortunately, based on her classroom visits and other data, Mallory found that although teachers approached their work in ways that reflected their individual backgrounds and personalities, students’ learning experiences were generally consistent across classrooms. Students in the same course taught by two different teachers—such as Ms. Thompson’s and Ms. Richardson’s sixth-grade English classes—were learning the same skills, reading the same books and essays, getting the same homework, receiving similar support, and taking the same tests. Mallory was confident that regardless of their sixth-grade teacher, students would be similarly prepared for seventh-grade English.\u003c/p>\n\u003cp>Since teachers were aligned with what and how they were teaching, and because the school didn’t track students or create unbalanced classes where one sixth-grade English class would be stronger than the others, Mallory reasoned that by all accounts the performance of students should be comparable across teachers of the same course. In other words, the rate of As, Bs, Cs, Ds, and Fs in any course should be relatively similar for each teacher of that course. But that wasn’t happening. Strange things were showing up in the data.\u003c/p>\n\u003cp>Take, for example, her school's sixth-grade math and English classes, each taught by three different teachers:\u003c/p>\n\u003ctable style=\"width: 100%\">\n\u003ctbody>\n\u003ctr>\n\u003cth>\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Math-image.png\" alt=\"\" width=\"320\" height=\"387\">\u003c/th>\n\u003cth>\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/English-image.png\" alt=\"\" width=\"320\" height=\"399\">\u003c/th>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>If you were a student in two of the three teachers’ math classes you had about a 20 percent chance of getting a D or F, but if you were in the third teacher’s math class, you had 0 percent chance of getting a D or F. In the English classes, taught by three different teachers including Ms. Richardson and Ms.Thompson, the range of D and F rates—4 percent, 22 percent, and 35 percent—was even more dramatic. Mallory double-checked the grade data, then double-checked that students in the classes weren’t significantly different—in other words, one teacher’s students as a group didn’t have lower standardized test scores or higher rates of absences. No, the groups of students were similar; the only difference among the classes seemed to be the chances of receiving a particular grade.\u003c/p>\n\u003cp>Mallory put on her detective hat and considered, investigated, and then rejected several explanations: No substantive differences in instruction. Teachers were using the same curriculum with the same tests and even scored those tests as a team to ensure fairness and uniform evaluation. Mallory scoured students’ previous test scores and grades, with no indication of drastically different profiles of the classes as a whole. No substantive difference in the classroom physically—it wasn’t as if one classroom had a broken thermostat or was closer to a noisy playground. What was even odder was that students with identical standardized test scores received different grades depending on their teacher. The teachers were teaching similarly, the students were demonstrating similar achievement, but the grades showed inconsistency. This data seemed unexplainable, impossible, and grossly inequitable.\u003c/p>\n\u003cp>On a lark, Mallory looked at the syllabus for each class—each teacher of a course had created her own personalized version—and it shocked her. Each teacher’s syllabus began with a similar introduction to the course content and description of important materials for the class, but then it was as if each teacher was in an entirely different school:\u003c/p>\n\u003cul>\n\u003cli>One teacher accepted no homework after the attendance bell rang, some deducted points if homework was late (although the amount deducted ranged from a few points to two letter grades’ worth), and another accepted work beyond the due date up until the end of the quarter, with no penalty.\u003c/li>\n\u003cli>One teacher gave each daily homework assignment a grade of 10 percent or 100 percent based on how much of the homework was completed and correct, and allowed students who had received 10 percent up to one week to correct mistakes. Another gave full credit for an assignment if the student showed effort to complete it, regardless of whether answers were correct.\u003c/li>\n\u003cli>One teacher reduced points on an assignment if the student didn’t completely and correctly write her or his first and last name, along with the title of the assignment. Another subtracted points if an assignment was submitted on notebook paper that had ripped holes or ripped edges.\u003c/li>\n\u003cli>Most teachers organized their gradebook by grouping types of assignments into categories (Homework, Classwork, Tests, etc.), and weighted each category to denote its importance (Homework = 30% of the grade; Tests = 70%). However, no teacher had the same weightings for any categories. For example, the weight of tests ranged from 40 percent to 70 percent of a student’s grade.\u003c/li>\n\u003cli>Some teachers had only three categories of assignments (Tests, Classwork, and Homework), while others included categories that seemed more subjective, such as Citizenship, Participation, and Effort. There was no explanation in the syllabus of how these subjective categories were calculated or on what they were based.\u003c/li>\n\u003cli>Other teachers didn't use percentage weights at all, but assigned different point values to different assignments. For example, Homework assignments might be 5 to 10 points each, with tests worth 100 points.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers' different grading policies made it possible for two students with the same academic performance to receive different grades. What particularly confused and concerned Mallory was that some teachers were grading students on criteria that seemed to have nothing to do with their academic achievement -- such as whether their paper had intact holes or had the proper heading -- and others were basing parts of students’ grades entirely on subjective criteria, such as effort, that were susceptible to teachers’ implicit biases. This grade data that couldn’t be possible suddenly was.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575\">\u003cimg class=\"alignright wp-image-52685\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/feldman_cover.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/feldman_cover-240x343.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>A few days later, something happened that changed Mallory’s confusion to concern. Maria, a shy but earnest eighth grader, came to her office nearly in tears. Last year as a seventh grader, she had received a B in math, her most challenging subject, but this year was barely passing with a D. What was really frustrating Maria was that even though she often handed in homework assignments late or incomplete -- she had after-school responsibilities at home in addition to dance class three times a week -- she consistently performed well on every exam. She obviously had learned the math and had shown it when it mattered most, and though last year this type of performance had earned her a B, her teacher this year gave zeros for late or incomplete homework, resulting in her D. Maria was feeling a crisis of confidence: Other students copied to get their homework in on time for the homework points, which Maria had resisted, but would she have no other choice? Had last year’s teacher lied to her about her math skills? Was she not as good at math as she thought? Or was this year's teacher out to get her?\u003c/p>\n\u003cp>To Mallory, no longer were her teachers’ inconsistent policies a theoretical dilemma. The school had spent months of planning and coordination to make sure teachers in the math department were using sequenced curriculum and that each teacher was preparing students to be ready for the next year -- called \"vertical alignment.\" Yet teachers’ different approaches to grading was undermining all of it, sending confusing messages about learning and impacting students’ grades and promotion rates, their beliefs about school, and even their self-image.\u003c/p>\n\u003cp>Mallory had to talk to her teachers about what was happening. The prior year, she had broached many conversations -- some quite difficult and uncomfortable -- with her teachers about curriculum, teaching strategies, job responsibilities, even evaluation. Surely, she assumed, they would be as astonished as she was when they saw the data and would reconsider how they graded.\u003c/p>\n\u003cp>But now came her second shock: When she began a discussion of grades with her teachers, it was like poking a hornet’s nest. Nothing prepared her for the volatility of conversations about teachers’ grading practices. Many of her teachers, previously open to exploring new ideas about nearly every aspect of their work, reacted with defensiveness and adamant justification. Teachers with higher failure rates argued proudly that their grading reflected higher standards, that they were the \"real teachers.\" A teacher with low failure rates explained that he was the only teacher who cared enough to give students retakes and second chances. One teacher simply refused to discuss the topic, citing her state’s Education Code that protected teachers from administrators’ pressure to change or overwrite grades. One teacher began to cry, confessing that she had never received any training or support on how to grade and feared that she was grading students unfairly. Conversations about grading weren’t like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the “real world” beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.\u003c/p>\n\u003cp>When she talked about these grading problems with principals of other schools, Mallory was surprised and dismayed to learn that grading varied by teacher in every school. This phenomenon was widespread, even the norm. Teachers thoughtfully and intentionally were creating policies that they believed, in their most thoughtful professional judgment, would promote learning. Yet they were doing so independently and often contradicting each other, yielding in each school a patchwork of well-intentioned but ultimately idiosyncratic approaches to evaluating and reporting student performance. Even when a department or a group of teachers made agreements -- for example, to have homework count for no more than 40 percent of a grade -- teachers' other unique policies and practices, such as whether homework would be accepted after the due date, made their attempts at consistency seem halfhearted and ineffectual.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What's more, even though every principal had the same problems and frustrations with inconsistent grading, no one had any success in addressing it. Other principals had tried to raise the topic of grading and had met the same kind of resistance Mallory had experienced, sometimes even with vitriol and formal allegations of attempted infringement upon teachers' academic freedom.\u003c/p>\n\u003cp>Mallory wondered: Was inconsistent grading an unavoidable part of schools, like the annoying bells between classes, the complaints about cafeteria food, the awkward physical education outfits, and weak turnout at Open House? Was it an inevitable side effect of teacher creativity, ownership, and initiative? Were teachers' different ways of evaluating and reporting student performance a hallmark of teachers’ professionalism or an undermining of that professionalism? And did principals’ avoidance of addressing the variance and inconsistency of grading represent support of their teachers, a détente between teachers and administrators, or an unspoken compromise that ignored the damaging impact on children, particularly those who are most vulnerable?\u003c/p>\n\u003cp>\u003cem>This excerpt is the first in a two-part series about equitable grading practices. This article set up some of the challenges to changing grading practices. In part two, \u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">learn how teachers are addressing this issue.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_52698\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-52698\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Joe_Feldman-0014RT2-e1544573282656.jpg\" alt=\"\" width=\"200\" height=\"160\">\u003cfigcaption class=\"wp-caption-text\">Joe Feldman\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Joe Feldman has worked in education for over 20 years in both charter and district school contexts, as a teacher, principal, and district administrator. He is currently the CEO of Crescendo Education Group, which partners with school and districts to help teachers use improved and more equitable grading and assessment practices. He is the author of \u003cem>\u003ca href=\"https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575/ref=sr_1_1?ie=UTF8&qid=1544465479&sr=8-1&keywords=grading+for+equity&pldnSite=1\" target=\"_blank\" rel=\"noopener\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/a>\u003c/em> and manages the website \u003ca href=\"https://gradingforequity.org/\" target=\"_blank\" rel=\"noopener\">gradingforequity.org\u003c/a>. He lives in Oakland, California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21107","mindshift_1041","mindshift_21176","mindshift_21236"],"featImg":"mindshift_52818","label":"mindshift"},"mindshift_52413":{"type":"posts","id":"mindshift_52413","meta":{"index":"posts_1591205157","site":"mindshift","id":"52413","score":null,"sort":[1541486699000]},"guestAuthors":[],"slug":"how-teachers-designed-a-school-centered-on-caring-relationships","title":"How Teachers Designed a School Centered On Caring Relationships","publishDate":1541486699,"format":"audio","headTitle":"How Teachers Designed a School Centered On Caring Relationships | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>Roberto Vega has taught at schools all over Los Angeles, but when he came to \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\" rel=\"noopener\">Social Justice Humanitas Academy\u003c/a> he knew he’d found something special. Everything about how the school is structured and run is done with the best interests of students in mind. He liked it so much he decided to pull his son out of a popular high school located on a college campus and send him to Humanitas.\u003c/p>\n\u003cp>“I brought him here for 11th grade and immediately my wife noticed a difference,” Vega said. “She goes, ‘You know it’s weird, he doesn’t want to wear his hoodie anymore.’ He just seemed happier. He really came out of his shell. He got to showcase himself a lot more in the AP classes. He really did thrive here.”\u003c/p>\n\u003cp>Vega thinks that’s because of great teaching, but also the underlying \u003ca href=\"http://www.sjhumanitas.org/about-us\" target=\"_blank\" rel=\"noopener\">vision of this school\u003c/a>: help students become the best version of themselves. With that vision guiding every decision — from how to support students on academic probation, to hiring — Social Justice Humanitas has built a school where teachers’ voices are central, and everyone is looking out for one another.\u003c/p>\n\u003cp>The school and the systems that govern it were \u003ca href=\"https://www.kqed.org/mindshift/35819/what-a-teacher-powered-school-looks-like\" target=\"_blank\" rel=\"noopener\">designed by teachers\u003c/a> and have been led by them from the beginning. The founding group of teachers were tired of being told what to do and how to do it by people who were not in the classroom. They felt they knew what their students needed if only the administration would support them to do it.\u003c/p>\n\u003cp>“A lot of times in education, as teachers, we’ve been taught to wait for someone above us to tell us what to do,” said Jeff Austin, a founding teacher. “And make your plans according to the district or the state, and we were just like, we want to make plans according to our students.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of systems woven together to help students here succeed. They have a robust \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a> program, grade-level teaching teams, office hours when kids can get extra support, a fully integrated model for English language learners and special needs students to learn alongside their peers, and a \u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\">strong school culture\u003c/a>.\u003c/p>\n\u003cp>Students can feel the difference.\u003c/p>\n\u003cp>“It feels like a family because there’s a lot of people who care about you,” said Davis Tacún. “In a family everybody looks out for each other and that’s how it feels here. Everyone’s connected and no one is really isolated.”\u003c/p>\n\u003cp>Other students said they felt they could be themselves. They could trust and talk to their teachers, and they had spaces to open up about the difficult things in their lives. All of this enables Social Justice Humanitas to have a graduation rate \u003ca href=\"https://projects.propublica.org/miseducation/school/062271012895\" target=\"_blank\" rel=\"noopener\">consistently over 90 percent\u003c/a>, even though the rest of Los Angeles Unified is only at 77 percent. Even more impressive, a majority of students graduate with the classes they need to go to college, and about 94 percent of them do go on to college. They’re getting those results in spite of the fact that almost 90 percent of students here live in poverty.\u003c/p>\n\u003cp>“What has made us successful, and I think a lot of people are starting to listen, is the huggy-touchy stuff,” said Jose Luis Navarro IV, the founding principal of the school. “The stuff that freaks people out. Adults making themselves vulnerable. Building real relationships.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-teachers-designed-school-centered-on-caring-relationships/id1078765985?i=1000423290746\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Do7tciidrsphno3oginxin6hd3i?t=How_Teachers_Designed_a_School_Centered_On_Caring_Relationships-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/664606097:664606099\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=57085763&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/12kueZ8vYyj1JfSAD6Xc3l\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts to hear what love sounds like in the hallways and classrooms of Social Justice Humanitas Academy, a school that’s getting results with kids who are often on the losing side of the achievement gap.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Students at Social Justice Humanitas Academy graduate and go to college at some of the highest rates of any district school in Los Angeles, despite coming from mostly low-income backgrounds. Teachers say a strong vision, backed up with love, makes all the difference.","status":"publish","parent":0,"modified":1700528865,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":653},"headData":{"title":"How Teachers Designed a School Centered On Caring Relationships | KQED","description":"Students at Social Justice Humanitas Academy graduate and go to college at some of the highest rates of any district school in Los Angeles, despite coming from mostly low-income backgrounds. Teachers say a strong vision, backed up with love, makes all the difference.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioTrackLength":1202,"path":"/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2018/11/WhatLoveLooksLikeInSchool.mp3","audioDuration":1182000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Roberto Vega has taught at schools all over Los Angeles, but when he came to \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\" rel=\"noopener\">Social Justice Humanitas Academy\u003c/a> he knew he’d found something special. Everything about how the school is structured and run is done with the best interests of students in mind. He liked it so much he decided to pull his son out of a popular high school located on a college campus and send him to Humanitas.\u003c/p>\n\u003cp>“I brought him here for 11th grade and immediately my wife noticed a difference,” Vega said. “She goes, ‘You know it’s weird, he doesn’t want to wear his hoodie anymore.’ He just seemed happier. He really came out of his shell. He got to showcase himself a lot more in the AP classes. He really did thrive here.”\u003c/p>\n\u003cp>Vega thinks that’s because of great teaching, but also the underlying \u003ca href=\"http://www.sjhumanitas.org/about-us\" target=\"_blank\" rel=\"noopener\">vision of this school\u003c/a>: help students become the best version of themselves. With that vision guiding every decision — from how to support students on academic probation, to hiring — Social Justice Humanitas has built a school where teachers’ voices are central, and everyone is looking out for one another.\u003c/p>\n\u003cp>The school and the systems that govern it were \u003ca href=\"https://www.kqed.org/mindshift/35819/what-a-teacher-powered-school-looks-like\" target=\"_blank\" rel=\"noopener\">designed by teachers\u003c/a> and have been led by them from the beginning. The founding group of teachers were tired of being told what to do and how to do it by people who were not in the classroom. They felt they knew what their students needed if only the administration would support them to do it.\u003c/p>\n\u003cp>“A lot of times in education, as teachers, we’ve been taught to wait for someone above us to tell us what to do,” said Jeff Austin, a founding teacher. “And make your plans according to the district or the state, and we were just like, we want to make plans according to our students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a lot of systems woven together to help students here succeed. They have a robust \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a> program, grade-level teaching teams, office hours when kids can get extra support, a fully integrated model for English language learners and special needs students to learn alongside their peers, and a \u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\">strong school culture\u003c/a>.\u003c/p>\n\u003cp>Students can feel the difference.\u003c/p>\n\u003cp>“It feels like a family because there’s a lot of people who care about you,” said Davis Tacún. “In a family everybody looks out for each other and that’s how it feels here. Everyone’s connected and no one is really isolated.”\u003c/p>\n\u003cp>Other students said they felt they could be themselves. They could trust and talk to their teachers, and they had spaces to open up about the difficult things in their lives. All of this enables Social Justice Humanitas to have a graduation rate \u003ca href=\"https://projects.propublica.org/miseducation/school/062271012895\" target=\"_blank\" rel=\"noopener\">consistently over 90 percent\u003c/a>, even though the rest of Los Angeles Unified is only at 77 percent. Even more impressive, a majority of students graduate with the classes they need to go to college, and about 94 percent of them do go on to college. They’re getting those results in spite of the fact that almost 90 percent of students here live in poverty.\u003c/p>\n\u003cp>“What has made us successful, and I think a lot of people are starting to listen, is the huggy-touchy stuff,” said Jose Luis Navarro IV, the founding principal of the school. “The stuff that freaks people out. Adults making themselves vulnerable. Building real relationships.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-teachers-designed-school-centered-on-caring-relationships/id1078765985?i=1000423290746\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Do7tciidrsphno3oginxin6hd3i?t=How_Teachers_Designed_a_School_Centered_On_Caring_Relationships-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/664606097:664606099\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=57085763&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/12kueZ8vYyj1JfSAD6Xc3l\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts to hear what love sounds like in the hallways and classrooms of Social Justice Humanitas Academy, a school that’s getting results with kids who are often on the losing side of the achievement gap.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20784","mindshift_1040","mindshift_1041","mindshift_486","mindshift_943","mindshift_20685"],"featImg":"mindshift_52415","label":"mindshift_21847"},"mindshift_51115":{"type":"posts","id":"mindshift_51115","meta":{"index":"posts_1591205157","site":"mindshift","id":"51115","score":null,"sort":[1525675915000]},"guestAuthors":[],"slug":"how-to-plan-and-implement-continuous-improvement-in-schools","title":"How to Plan and Implement Continuous Improvement In Schools","publishDate":1525675915,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the classroom, good teachers constantly test small changes to class activities, routines, and workflow. They observe how students interact with the material, identify where they trip up and adjust as they go. This on-the-fly problem solving is so common in classrooms many teachers don’t realize they’re even doing it, and the expertise they are gathering is rarely taken into account when schools or districts try to solve larger, systematic problems.\u003c/p>\n\u003cp>In education research, researchers come up with ideas they think will improve teaching and then set up laboratory experiments or classroom trials to test that idea. If the trial goes well enough that idea gets put on \u003ca href=\"https://ies.ed.gov/ncee/wwc/\" target=\"_blank\" rel=\"noopener\">a list\u003c/a> of research-approved practices. While research-informed practices are important, this process can often mean that the interventions are unrealistic or disconnected from the hectic reality of many classrooms, and are rarely used. But what if \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">teachers themselves were the research engine --\u003c/a> the spark of continued improvement?\u003c/p>\n\u003caside class=\"pullquote alignright\">'You have to have a lot of humility to come to the realization that you don't have the answers, and that you're going to learn your way into this.'\u003ccite>Dr. Manuelito Biag, Carnegie Foundation\u003c/cite>\u003c/aside>\n\u003cp>The Carnegie Foundation is trying to bridge that gap in identifying techniques that work and \"create a much more democratic process in which teachers are involved in identifying and solving problems of practice that matter to them,” said \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/manuelito-biag/\" target=\"_blank\" rel=\"noopener\">Dr. Manuelito Biag\u003c/a>, an associate in network improvement science at the foundation. Biag previously worked on developing research-practitioner partnerships for Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>For the past several years, under the leadership of \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/anthony-s-bryk/\" target=\"_blank\" rel=\"noopener\">Dr. Tony Bryk\u003c/a>, Carnegie is trying to apply a structured inquiry process to problems in education, building the capacity of teachers, principals and district administrators to continuously improve. This type of improvement science started in manufacturing and has been used to successfully change human-based systems like healthcare.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.edx.org/course/improvement-science-education-michiganx-leaded503x\" target=\"_blank\" rel=\"noopener\">basic tenets of the process\u003c/a> involve understanding the problem, defining a manageable goal, identifying the drivers that could help reach that goal, and then testing small ideas to change those drivers. When done in a network, this cycle of improvement is expedited as various participants test different change ideas and share their findings with the group. Through a constant interplay of these elements a few change ideas will rise to the top and can be scaled across a system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Many of the biggest problems of practice have been around a long time and aren’t easy to solve. Too often when trying to improve something leaders jump to solutions before properly examining the problem. Understanding the problem requires valuing many types of knowledge. It means doing empathy interviews with participants in the system including teachers, staff, parents, and students. It involves bringing the best research literature to bear on the problem. And sometimes representing the processes involved in the problem can illuminate areas that are breaking down.\u003c/p>\n\u003cp>Biag said this stage is crucial and shouldn’t be rushed. He’s seen improvement projects that require up to a year of study to fully understand the problem, its root causes and the levers of change available to leaders. Often an improvement network will know it’s time to move on when participants feel saturated -- they aren’t turning up any new perspectives or information.\u003c/p>\n\u003cp>“Sometimes it’s good to stop doing the research and try something,” Biag said. Implementing some change ideas often helps inform the problem and may even necessitate that the team revisit and revise the problem statement.\u003c/p>\n\u003cfigure id=\"attachment_51151\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51151\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png\" alt=\"\" width=\"1920\" height=\"1306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-800x544.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-768x522.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1020x694.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1200x816.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1180x803.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-960x653.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-240x163.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-375x255.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-520x354.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong> DEFINE THE GOALS AND FOCUS COLLECTIVE EFFORT\u003c/strong>\u003c/p>\n\u003cp>Once the group has a “good enough” understanding of the problem it’s crucial that they write a clear, succinct aim statement. It should be specific, measurable and focus on a challenging problem, but it should be doable.\u003c/p>\n\u003cp>The crucial question, Biag said, is “What’s within your span of control and what’s not? So when you act on this problem you aren’t wasting your time on the things that aren’t in your control.”\u003c/p>\n\u003cp>He often sees people define the problem too broadly. If the problem is an achievement gap between student populations, a group might say the root problem is inequality or poverty. Those things may contribute to the problem, but they aren’t within the control of teachers or principals or even districts to solve. A more manageable aim statement might be: “By June 2020 we’re going to increase from 45% to 90% the number of male students enrolling in credit bearing math courses at community colleges.”\u003c/p>\n\u003cp>“It has to be motivating enough for people to continue working on it for several months,” Biag said about the reach goal. But it must be specific and concrete enough that the group can see if change ideas are helping progress towards the goal.\u003c/p>\n\u003cp>“While an aim statement can look deceptively simple, you need to build trust and get on the same page with everyone in your network to even agree on where to focus your efforts,” Biag said. The network itself is important because it accelerates the pace of learning about potential solutions.\u003c/p>\n\u003cp>Once the aim is clear, the group brainstorms three to five primary drivers of the problem. These are the things the group believes provide the most leverage to meet the goal, and that are within the span of control. It’s crucial to only have a few of these, not twenty, because the network must work on all of them in tandem. Staying focused allows for more progress.\u003c/p>\n\u003cp>After identifying the most important drivers, network participants brainstorm change ideas that might affect those drivers. “The word change is very specific to improvement science,” Biag said. “It means an actual change in how you do work.” In other words, the focus is on the process and results in action. Change ideas are not things like “more money” or “more staff.” “It’s an actual change of a process or the introduction of a new process,” Biag said.\u003c/p>\n\u003cp>\u003cstrong>TEST AND BUILD EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>Once the group has a good understanding of the problem, its root causes, what drives it and some ideas that will directly affect those drivers, it’s time to start testing them. Carnegie uses a \u003ca href=\"https://carnegienetworks.zendesk.com/hc/en-us/articles/230497548-Start-and-Run-a-PDSA-Plan-Do-Study-Act-\" target=\"_blank\" rel=\"noopener\">“Plan, Do, Study, Act” (PDSA) cycle\u003c/a> for testing ideas. The changes should be fairly small and the tester collects data along the way. It doesn’t have to be complicated data, just something to help analyze and track whether the change is moving the needle.\u003c/p>\n\u003cfigure id=\"attachment_51153\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51153\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-PDSA.png\" alt=\"\" width=\"1920\" height=\"947\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-160x79.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-800x395.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-768x379.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1020x503.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1200x592.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1180x582.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-960x474.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-240x118.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-375x185.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-520x256.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>“Most schools and districts plan plan plan, then do, and then they never study,” Biag said. He advocates that planning include a prediction because participants are more likely to compare a new strategy with the expected effect. If the change idea didn’t function as expected there’s a lot to learn there.\u003c/p>\n\u003cp>Many of the best change ideas come from looking at what Carnegie calls “positive deviants” -- the bright spots in a network. For example, if a network sets the aim of improving college readiness for English language learner students, when leaders are assembling their knowledge base they should talk to teachers who seem to be achieving better than average results with that population. Those teachers are “positive deviants” and networks should try to learn from the ways their practices differ from colleagues.\u003c/p>\n\u003cp>For example, High Tech High Charter Network leaders identified that they wanted to \u003ca href=\"https://www.carnegiefoundation.org/blog/how-high-tech-high-is-using-improvement-science/\" target=\"_blank\" rel=\"noopener\">increase the number of African American and Latino males applying to four-year colleges\u003c/a>. When they looked at drivers, they realized school attendance was lower for this group and hypothesized that the way teachers communicated with parents might be part of the issue. To try to eliminate variation in parent-teacher communication they tested a change theory that involved using a set of protocols for interacting with families.\u003c/p>\n\u003cp>They went through several iterations of the protocols, but when they hit on one that seemed to work they spread it throughout their network of schools. Now, when teachers meet with parents around achievement or discipline they all try to make it positive, share data about the student, and co-construct an action plan with the parent, among other things.\u003c/p>\n\u003cp>The key thing about working in a network is that different people can be trying different change ideas and sharing their data. “The idea is that you’re not all working on all the same things at the same time,” Biag said. “So you leverage the network, and the power of the network, to increase change ideas.”\u003c/p>\n\u003cp>Some ideas won’t work and will be abandoned. Others might seem promising, but more data is needed, so others in the network might try them too. Over time the change ideas that seem to really impact the drivers rise to the top.\u003c/p>\n\u003cp>“As you’re testing and building evidence you’re going to find ideas that work and then you can talk about spreading those ideas,” Biag said.\u003c/p>\n\u003cfigure id=\"attachment_51152\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51152\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png\" alt=\"\" width=\"1920\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-800x419.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-768x402.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1020x534.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1200x628.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1180x618.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-960x503.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-240x126.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-520x272.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SPREAD AND SCALE\u003c/strong>\u003c/p>\n\u003cp>Even with the best ideas implementation can be hard. Biag said leaders need to weigh several factors when thinking about how to spread an idea that seems to work. How costly will it be to implement? What are the consequences of failure? How reluctant are the people involved? How confident is the leader in the change idea?\u003c/p>\n\u003cp>For example, if the change is a parent meeting protocol and the leader doesn’t think it’s a great idea and that the cost of failure will be high, perhaps she only tests it on her sister first. But, if teachers are ready for the change and there’s nothing to lose, then maybe the idea can scale up more quickly. This is where knowing one’s own system and culture becomes important.\u003c/p>\n\u003cp>It’s also worth thinking about who within the system needs to be on board for the plan to go well. Those folks can be powerful advocates if convinced that the change idea is a good one. “The best people are those who were pretty skeptical in the beginning and you were able to change them,” Biag said.\u003c/p>\n\u003cp>Another strategy is to roll out the idea with those eager to try it and then demonstrate success to those who are more fearful. It’s also necessary to be humble and willing to go back and test new ideas if the ones that seemed to work in the smaller group don’t work when scaled. Perhaps the aim statement needs to change, or maybe the drivers aren’t actually the most impactful.\u003c/p>\n\u003cp>“Our theory is possibly wrong and definitely incomplete; that’s kind of a Carnegie saying,” Biag said. He doesn’t want anyone to think this process is linear, rather it’s a cycle. And when people get comfortable with the cycle they build it into everything they do naturally. The biggest strength of continuous improvement is that it offers a path for systemic change, a way to build the capacity within the system, rather than building whole new systems.\u003c/p>\n\u003cp>“What we’re trying to do is implement these tools and ways of thinking to empower people to engage in this work,” Biag said. And that means having a bias towards action.\u003c/p>\n\u003cp>“You have to start before you feel ready. Your understanding of the problem will change over time and when you act on that problem the problem will change and so your understanding of that problem will change,” Biag said.\u003c/p>\n\u003cp>People learn how to think about continuous improvement through the process of doing it. They get better at narrowing in on motivating, but achievable aim statements. They learn to include more voices in the information gathering stage. The “Plan, Do, Study, Act” cycles become second nature, and analyzing data gets less scary.\u003c/p>\n\u003cp>Perhaps one of the best parts of continuous improvement is that it helps \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">empower those within a system to see themselves as the drivers of change\u003c/a>. The ideas come from practice as does the data. And while data is often associated with accountability requirements, this improvement process offers practitioners the opportunity to think about and evaluate data that are important to their practice.\u003c/p>\n\u003cp>In this process, the data is only worthwhile if it shines light on whether the change is working. And when data is used this way, it’s easier for educators to be transparent about what they’re seeing. Improvement is not about judgement, it’s a constant, normal aspect of professional life.\u003c/p>\n\u003cp>“You have to have a lot of humility to come to the realization that you don’t have the answers, and that you’re going to learn your way into this,” Biag said. “You’ve got to think about this as a learning journey. If you really had the answers to this problem we wouldn’t be talking about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To see measurable progress on some of the most intransigent problems in education requires a systematic focus on improving in every aspect of the system. It’s not enough for one teacher to be amazing, or one school to outshine the others around it. All kids deserve an incredible education; and that can only happen by building on the strengths already found in the system.\u003c/p>\n\n","blocks":[],"excerpt":"The Carnegie Foundation is trying to build capacity within schools and districts for practitioner-led change using tools of improvement science.","status":"publish","parent":0,"modified":1525798090,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2311},"headData":{"title":"How to Plan and Implement Continuous Improvement In Schools | KQED","description":"The Carnegie Foundation is trying to build capacity within schools and districts for practitioner-led change using tools of improvement science.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51115 https://ww2.kqed.org/mindshift/?p=51115","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/06/how-to-plan-and-implement-continuous-improvement-in-schools/","disqusTitle":"How to Plan and Implement Continuous Improvement In Schools","path":"/mindshift/51115/how-to-plan-and-implement-continuous-improvement-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the classroom, good teachers constantly test small changes to class activities, routines, and workflow. They observe how students interact with the material, identify where they trip up and adjust as they go. This on-the-fly problem solving is so common in classrooms many teachers don’t realize they’re even doing it, and the expertise they are gathering is rarely taken into account when schools or districts try to solve larger, systematic problems.\u003c/p>\n\u003cp>In education research, researchers come up with ideas they think will improve teaching and then set up laboratory experiments or classroom trials to test that idea. If the trial goes well enough that idea gets put on \u003ca href=\"https://ies.ed.gov/ncee/wwc/\" target=\"_blank\" rel=\"noopener\">a list\u003c/a> of research-approved practices. While research-informed practices are important, this process can often mean that the interventions are unrealistic or disconnected from the hectic reality of many classrooms, and are rarely used. But what if \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">teachers themselves were the research engine --\u003c/a> the spark of continued improvement?\u003c/p>\n\u003caside class=\"pullquote alignright\">'You have to have a lot of humility to come to the realization that you don't have the answers, and that you're going to learn your way into this.'\u003ccite>Dr. Manuelito Biag, Carnegie Foundation\u003c/cite>\u003c/aside>\n\u003cp>The Carnegie Foundation is trying to bridge that gap in identifying techniques that work and \"create a much more democratic process in which teachers are involved in identifying and solving problems of practice that matter to them,” said \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/manuelito-biag/\" target=\"_blank\" rel=\"noopener\">Dr. Manuelito Biag\u003c/a>, an associate in network improvement science at the foundation. Biag previously worked on developing research-practitioner partnerships for Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>For the past several years, under the leadership of \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/anthony-s-bryk/\" target=\"_blank\" rel=\"noopener\">Dr. Tony Bryk\u003c/a>, Carnegie is trying to apply a structured inquiry process to problems in education, building the capacity of teachers, principals and district administrators to continuously improve. This type of improvement science started in manufacturing and has been used to successfully change human-based systems like healthcare.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.edx.org/course/improvement-science-education-michiganx-leaded503x\" target=\"_blank\" rel=\"noopener\">basic tenets of the process\u003c/a> involve understanding the problem, defining a manageable goal, identifying the drivers that could help reach that goal, and then testing small ideas to change those drivers. When done in a network, this cycle of improvement is expedited as various participants test different change ideas and share their findings with the group. Through a constant interplay of these elements a few change ideas will rise to the top and can be scaled across a system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Many of the biggest problems of practice have been around a long time and aren’t easy to solve. Too often when trying to improve something leaders jump to solutions before properly examining the problem. Understanding the problem requires valuing many types of knowledge. It means doing empathy interviews with participants in the system including teachers, staff, parents, and students. It involves bringing the best research literature to bear on the problem. And sometimes representing the processes involved in the problem can illuminate areas that are breaking down.\u003c/p>\n\u003cp>Biag said this stage is crucial and shouldn’t be rushed. He’s seen improvement projects that require up to a year of study to fully understand the problem, its root causes and the levers of change available to leaders. Often an improvement network will know it’s time to move on when participants feel saturated -- they aren’t turning up any new perspectives or information.\u003c/p>\n\u003cp>“Sometimes it’s good to stop doing the research and try something,” Biag said. Implementing some change ideas often helps inform the problem and may even necessitate that the team revisit and revise the problem statement.\u003c/p>\n\u003cfigure id=\"attachment_51151\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51151\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png\" alt=\"\" width=\"1920\" height=\"1306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-800x544.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-768x522.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1020x694.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1200x816.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1180x803.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-960x653.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-240x163.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-375x255.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-520x354.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong> DEFINE THE GOALS AND FOCUS COLLECTIVE EFFORT\u003c/strong>\u003c/p>\n\u003cp>Once the group has a “good enough” understanding of the problem it’s crucial that they write a clear, succinct aim statement. It should be specific, measurable and focus on a challenging problem, but it should be doable.\u003c/p>\n\u003cp>The crucial question, Biag said, is “What’s within your span of control and what’s not? So when you act on this problem you aren’t wasting your time on the things that aren’t in your control.”\u003c/p>\n\u003cp>He often sees people define the problem too broadly. If the problem is an achievement gap between student populations, a group might say the root problem is inequality or poverty. Those things may contribute to the problem, but they aren’t within the control of teachers or principals or even districts to solve. A more manageable aim statement might be: “By June 2020 we’re going to increase from 45% to 90% the number of male students enrolling in credit bearing math courses at community colleges.”\u003c/p>\n\u003cp>“It has to be motivating enough for people to continue working on it for several months,” Biag said about the reach goal. But it must be specific and concrete enough that the group can see if change ideas are helping progress towards the goal.\u003c/p>\n\u003cp>“While an aim statement can look deceptively simple, you need to build trust and get on the same page with everyone in your network to even agree on where to focus your efforts,” Biag said. The network itself is important because it accelerates the pace of learning about potential solutions.\u003c/p>\n\u003cp>Once the aim is clear, the group brainstorms three to five primary drivers of the problem. These are the things the group believes provide the most leverage to meet the goal, and that are within the span of control. It’s crucial to only have a few of these, not twenty, because the network must work on all of them in tandem. Staying focused allows for more progress.\u003c/p>\n\u003cp>After identifying the most important drivers, network participants brainstorm change ideas that might affect those drivers. “The word change is very specific to improvement science,” Biag said. “It means an actual change in how you do work.” In other words, the focus is on the process and results in action. Change ideas are not things like “more money” or “more staff.” “It’s an actual change of a process or the introduction of a new process,” Biag said.\u003c/p>\n\u003cp>\u003cstrong>TEST AND BUILD EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>Once the group has a good understanding of the problem, its root causes, what drives it and some ideas that will directly affect those drivers, it’s time to start testing them. Carnegie uses a \u003ca href=\"https://carnegienetworks.zendesk.com/hc/en-us/articles/230497548-Start-and-Run-a-PDSA-Plan-Do-Study-Act-\" target=\"_blank\" rel=\"noopener\">“Plan, Do, Study, Act” (PDSA) cycle\u003c/a> for testing ideas. The changes should be fairly small and the tester collects data along the way. It doesn’t have to be complicated data, just something to help analyze and track whether the change is moving the needle.\u003c/p>\n\u003cfigure id=\"attachment_51153\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51153\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-PDSA.png\" alt=\"\" width=\"1920\" height=\"947\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-160x79.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-800x395.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-768x379.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1020x503.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1200x592.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1180x582.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-960x474.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-240x118.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-375x185.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-520x256.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>“Most schools and districts plan plan plan, then do, and then they never study,” Biag said. He advocates that planning include a prediction because participants are more likely to compare a new strategy with the expected effect. If the change idea didn’t function as expected there’s a lot to learn there.\u003c/p>\n\u003cp>Many of the best change ideas come from looking at what Carnegie calls “positive deviants” -- the bright spots in a network. For example, if a network sets the aim of improving college readiness for English language learner students, when leaders are assembling their knowledge base they should talk to teachers who seem to be achieving better than average results with that population. Those teachers are “positive deviants” and networks should try to learn from the ways their practices differ from colleagues.\u003c/p>\n\u003cp>For example, High Tech High Charter Network leaders identified that they wanted to \u003ca href=\"https://www.carnegiefoundation.org/blog/how-high-tech-high-is-using-improvement-science/\" target=\"_blank\" rel=\"noopener\">increase the number of African American and Latino males applying to four-year colleges\u003c/a>. When they looked at drivers, they realized school attendance was lower for this group and hypothesized that the way teachers communicated with parents might be part of the issue. To try to eliminate variation in parent-teacher communication they tested a change theory that involved using a set of protocols for interacting with families.\u003c/p>\n\u003cp>They went through several iterations of the protocols, but when they hit on one that seemed to work they spread it throughout their network of schools. Now, when teachers meet with parents around achievement or discipline they all try to make it positive, share data about the student, and co-construct an action plan with the parent, among other things.\u003c/p>\n\u003cp>The key thing about working in a network is that different people can be trying different change ideas and sharing their data. “The idea is that you’re not all working on all the same things at the same time,” Biag said. “So you leverage the network, and the power of the network, to increase change ideas.”\u003c/p>\n\u003cp>Some ideas won’t work and will be abandoned. Others might seem promising, but more data is needed, so others in the network might try them too. Over time the change ideas that seem to really impact the drivers rise to the top.\u003c/p>\n\u003cp>“As you’re testing and building evidence you’re going to find ideas that work and then you can talk about spreading those ideas,” Biag said.\u003c/p>\n\u003cfigure id=\"attachment_51152\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51152\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png\" alt=\"\" width=\"1920\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-800x419.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-768x402.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1020x534.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1200x628.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1180x618.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-960x503.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-240x126.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-520x272.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SPREAD AND SCALE\u003c/strong>\u003c/p>\n\u003cp>Even with the best ideas implementation can be hard. Biag said leaders need to weigh several factors when thinking about how to spread an idea that seems to work. How costly will it be to implement? What are the consequences of failure? How reluctant are the people involved? How confident is the leader in the change idea?\u003c/p>\n\u003cp>For example, if the change is a parent meeting protocol and the leader doesn’t think it’s a great idea and that the cost of failure will be high, perhaps she only tests it on her sister first. But, if teachers are ready for the change and there’s nothing to lose, then maybe the idea can scale up more quickly. This is where knowing one’s own system and culture becomes important.\u003c/p>\n\u003cp>It’s also worth thinking about who within the system needs to be on board for the plan to go well. Those folks can be powerful advocates if convinced that the change idea is a good one. “The best people are those who were pretty skeptical in the beginning and you were able to change them,” Biag said.\u003c/p>\n\u003cp>Another strategy is to roll out the idea with those eager to try it and then demonstrate success to those who are more fearful. It’s also necessary to be humble and willing to go back and test new ideas if the ones that seemed to work in the smaller group don’t work when scaled. Perhaps the aim statement needs to change, or maybe the drivers aren’t actually the most impactful.\u003c/p>\n\u003cp>“Our theory is possibly wrong and definitely incomplete; that’s kind of a Carnegie saying,” Biag said. He doesn’t want anyone to think this process is linear, rather it’s a cycle. And when people get comfortable with the cycle they build it into everything they do naturally. The biggest strength of continuous improvement is that it offers a path for systemic change, a way to build the capacity within the system, rather than building whole new systems.\u003c/p>\n\u003cp>“What we’re trying to do is implement these tools and ways of thinking to empower people to engage in this work,” Biag said. And that means having a bias towards action.\u003c/p>\n\u003cp>“You have to start before you feel ready. Your understanding of the problem will change over time and when you act on that problem the problem will change and so your understanding of that problem will change,” Biag said.\u003c/p>\n\u003cp>People learn how to think about continuous improvement through the process of doing it. They get better at narrowing in on motivating, but achievable aim statements. They learn to include more voices in the information gathering stage. The “Plan, Do, Study, Act” cycles become second nature, and analyzing data gets less scary.\u003c/p>\n\u003cp>Perhaps one of the best parts of continuous improvement is that it helps \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">empower those within a system to see themselves as the drivers of change\u003c/a>. The ideas come from practice as does the data. And while data is often associated with accountability requirements, this improvement process offers practitioners the opportunity to think about and evaluate data that are important to their practice.\u003c/p>\n\u003cp>In this process, the data is only worthwhile if it shines light on whether the change is working. And when data is used this way, it’s easier for educators to be transparent about what they’re seeing. Improvement is not about judgement, it’s a constant, normal aspect of professional life.\u003c/p>\n\u003cp>“You have to have a lot of humility to come to the realization that you don’t have the answers, and that you’re going to learn your way into this,” Biag said. “You’ve got to think about this as a learning journey. If you really had the answers to this problem we wouldn’t be talking about it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To see measurable progress on some of the most intransigent problems in education requires a systematic focus on improving in every aspect of the system. It’s not enough for one teacher to be amazing, or one school to outshine the others around it. All kids deserve an incredible education; and that can only happen by building on the strengths already found in the system.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51115/how-to-plan-and-implement-continuous-improvement-in-schools","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21185","mindshift_21178","mindshift_21187","mindshift_20784","mindshift_1040","mindshift_21186","mindshift_1041"],"featImg":"mindshift_51168","label":"mindshift"},"mindshift_50675":{"type":"posts","id":"mindshift_50675","meta":{"index":"posts_1591205157","site":"mindshift","id":"50675","score":null,"sort":[1522650051000]},"guestAuthors":[],"slug":"five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","publishDate":1522650051,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=Cp2dGeQwyAU?rel=0&w=640&h=360]\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n","blocks":[],"excerpt":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","status":"publish","parent":0,"modified":1522650051,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2616},"headData":{"title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue | KQED","description":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50675 https://ww2.kqed.org/mindshift/?p=50675","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/01/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue/","disqusTitle":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","path":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n title='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21178","mindshift_1021","mindshift_20914","mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_231"],"featImg":"mindshift_50887","label":"mindshift"},"mindshift_49558":{"type":"posts","id":"mindshift_49558","meta":{"index":"posts_1591205157","site":"mindshift","id":"49558","score":null,"sort":[1520839981000]},"guestAuthors":[],"slug":"a-deeper-look-at-the-whole-school-approach-to-behavior","title":"A Deeper Look at the Whole School Approach to Behavior","publishDate":1520839981,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the \"push-in\" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","status":"publish","parent":0,"modified":1602948058,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2511},"headData":{"title":"A Deeper Look at the Whole School Approach to Behavior - MindShift","description":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the "push-in" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49558 https://ww2.kqed.org/mindshift/?p=49558","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/12/a-deeper-look-at-the-whole-school-approach-to-behavior/","disqusTitle":"A Deeper Look at the Whole School Approach to Behavior","path":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_20952","mindshift_256","mindshift_20793","mindshift_20795"],"featImg":"mindshift_50731","label":"mindshift"},"mindshift_49491":{"type":"posts","id":"mindshift_49491","meta":{"index":"posts_1591205157","site":"mindshift","id":"49491","score":null,"sort":[1509347864000]},"guestAuthors":[],"slug":"when-coaching-teachers-has-curiosity-as-its-primary-goal","title":"When Coaching Teachers Has Curiosity As Its Primary Goal","publishDate":1509347864,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>How can school leaders push for innovation when every year 15 to 20 percent of the teaching staff turns over, along with a similar number of students? High turnover rates make it difficult to hold on to institutional knowledge, and even worse, the rationale for systems can become murky. Schools end up continuing practices they’ve always used out of inertia; the person who implemented an idea, and who can defend its importance, may have even left. These conditions make for a difficult environment in which to lead change.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/our-students/what-our-students-say\" target=\"_blank\" rel=\"noopener noreferrer\">British International School in Shanghai\u003c/a> is by \u003ca href=\"https://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/our-students/what-our-students-say\" target=\"_blank\" rel=\"noopener noreferrer\">many measures a successful school\u003c/a>. The 1,500 students represent 45 nationalities in preschool through a high school International Baccalaureate program and are often the children of expatriates or wealthy Chinese families. But because it is an international school it has significant turnover. Principal Neil Hopkin needed to find a way to continue pushing his teachers to improve within an environment that wasn’t naturally oriented towards change.\u003c/p>\n\u003caside class=\"pullquote alignright\">'When we tried to boil down what we were looking for -- it was helping our colleagues rediscover their curiosity.'\u003ccite>Dr. Neil Hopkin, Principal of British International School in Shanghai\u003c/cite>\u003c/aside>\n\u003cp>Hopkin and other school leaders wanted to get outside the realm of their own experience; if they relied too heavily on what they “knew,” nothing would change. Hopkin was looking for something that would bring a spirit of innovation into the teaching culture. He was looking for ways to push beyond the known. When a vice-president at a pharmaceutical company reached out to Hopkin offering to connect as a coach as part of his company’s local outreach Hopkin leapt at the chance. And through the process he was struck by how effective the coaching felt, and how applicable it was to a teaching context. The experience helped him settle on working to improve teaching practice at the school through a coaching model.\u003c/p>\n\u003cp>“Our innovation was that we wanted to make teaching and learning better, but we wanted to be better at making teaching and learning better,” Hopkin said during a presentation on the coaching model his school uses at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference in Boston. That statement is both completely mundane, and the essential struggle of schools everywhere. Every school leader wants a sustainable, effective way to help teachers improve, but finding that process is much more difficult than it sounds because each teacher is an individual, with specific strengths and weaknesses. And every teacher reacts to change differently.\u003c/p>\n\u003cp>The coaching model they devised is devoid of judgement. Coaches -- those with an interest in coaching and a senior or middle leadership role -- try to position themselves as thought partners for the teacher, starting before the lesson even happens. The coach and teacher set a goal, devise a plan together, execute the plan, and while it’s happening the coach tries to give in-the-moment observations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The key to this isn’t just the sense of community that coaches have, it’s the moment of intervention during practice,” said \u003ca href=\"http://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/teachers-and-staff/our-leadership/deputy-and-assistant-heads/victoria-solway\" target=\"_blank\" rel=\"noopener noreferrer\">Victoria Solway\u003c/a>, director of teaching and learning at the school. That’s what makes this type of coaching different from the standard lesson observation leaders used to do. In a typical observation, the teacher doesn’t get any feedback until after the lesson is over, and then it usually feels evaluative. At the British International School of Shanghai, Hopkin and Solway are trying to create an experience among the staff that helps teachers notice their own teaching moves as they happen in the classroom.\u003c/p>\n\u003cp>“We’re trying to get to a space where someone coming into your space isn’t the expert,” Hopkin said. “You as the teacher are still the expert with responsibility and control for your professional experience.” They didn’t want to follow a checklist of teaching practices or try to emulate the teaching approach of one star teacher. Instead, their goal was to help each teacher become a star in their own unique way.\u003c/p>\n\u003cp>“When we tried to boil down what we were looking for -- it was helping our colleagues rediscover their curiosity,” Hopkin said. He wanted teachers asking themselves questions like: Why does my lesson go this way? Why don’t I like this kind of student? Why did this go so well? “We wanted them to see the world with awe and wonder,” he said.\u003c/p>\n\u003cp>Ironically, this focus on curiosity, learning mindsets, hands-on experiences, and reflection are exactly what teachers at this school offer to students. But they weren’t as comfortable engaging in the same process around their own professional learning. Hopkin hopes the coaching model he’s developing -- one based around partnership and shared responsibility between coach and teacher for the fate of the lesson -- will help teachers shift their mindsets about change.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT DOES IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Hopkin and Solway quickly found that they needed to be flexible with their colleagues, many of whom were uncomfortable with this new approach to teacher professional development. The two leaders wanted coaching sessions to be positive and supportive, personalized and teacher-centered, challenging and reflective, non-evaluative and retrievable. But they also knew many teachers had not experienced that type of coaching before and were wary of anything that seemed like an evaluation.\u003c/p>\n\u003cp>“What they’re getting is something that’s right for them not only in terms of what they should be working on, but also in how they like to learn and how they like to feel,” Hopkin said. He wants the experience to support teachers as they become even more independent and autonomous in their practice. To do that, he needed them to feel completely safe, so he made it very clear to the staff that nothing from coaching sessions would ever come up in annual reviews.\u003c/p>\n\u003cp>“No one will take a risk if they feel like they will be kicked in the teeth for landing on their face when trying something new,” Hopkin said.\u003c/p>\n\u003cp>All coaching sessions start with a pre-lesson meeting when the coach and teacher talk about goals for the lesson and try to anticipate questions or obstacles that might arise. Together they practice how the teacher might address those scenarios. The coach videotapes the lesson with a camera mounted on a Swivel to track the teacher as he or she moves about the classroom. Depending on the teacher’s comfort with in-class coaching, the coach may also be in the room quietly offering observations or questions at the point of practice. For teachers who hate that idea, Hopkin and Solway offer asynchronous coaching based on the video footage. No matter which style of coaching happens, the coach and teacher meet again to reflect on what happened during the lesson.\u003c/p>\n\u003cp>When Solway coaches, she likes to flag moments in the video with voiceover, pointing out strong moments or areas where she noticed something. Sometimes she’ll offer resources to the teacher to help further their thinking on the goal they’ve identified. Solway says it’s important that if the lesson goes poorly the coach shares the blame, but if the lesson goes wonderfully, it’s best to give the teacher all the credit.\u003c/p>\n\u003cp>The pre-lesson materials, video and reflection make the experience a retrievable one. Teachers can revisit the video or the notes on their own time. Hopkin admitted it took teachers time to get used to this coaching model and many were skeptical at first. Teachers were also at very different points in their professional learning. Some were already experimental, pushing beyond what felt comfortable regularly and wondering “what if” as a matter of practice. Others, needed more coaching on the nuts and bolts, with the coach continually referring back to a schoolwide “Teaching and Learning Principles” document.\u003c/p>\n\u003cp>In those cases, Hopkin said “it’s an interplay between are we working on the basics or are we working on something more bespoke to you?” But because the coach is working to help teachers notice and correct course autonomously, he or she is often only asking questions and leaving space for the teacher to develop her own thought or next action.\u003c/p>\n\u003cp>“It’s painfully slow because you’re just going to ask questions that you want the teacher to ask themselves,” Hopkin said. This type of professional learning is akin to what many schools want teachers to provide students. Leaders at British International School of Shanghai learned that using the same teaching pedagogy with professional learners can be an effective way to shift instruction.\u003c/p>\n\u003cp>After one year of coaching in this way, Hopkin surveyed staff to see if they could substantiate how the coaching had improved their teaching. Teachers reported a 30 percent increase in their confidence, and they felt they were saving 40 percent of their time because they had to do less re-teaching. School leaders also looked at an array of measures like student grades and test scores, student interaction rates, questioning skill surveys, student attention rates, collaborative learning conversations, etc. to try and determine if the quality of learning had increased. Using information from teachers, students, and leaders they compiled those results and determined that the quality of learning increased by 70 percent.\u003c/p>\n\u003cp>\u003cstrong>A WHOLE SCHOOL INNOVATION EFFECT\u003c/strong>\u003c/p>\n\u003cp>In the process of helping individual teachers embrace small innovations to their teaching, the school as a whole has become more able to embrace change. Before the coaching program began, the International School of Shanghai already had positive things happening, and Hopkin wanted to retain those experiences. But he also wanted to inspire innovation and he’s aware that “efficiency suffocates new thinking. The better you are at something the less likely you are to be open to something different.”\u003c/p>\n\u003cp>So he framed the coaching sessions as little experiments, each in service of the broader school strategy. A teacher would make a hypothesis, experiment with it in the classroom, reflect on the insights garnered and how it connected to the larger community goals. The results of those experiments then became data points for broader decisions school leaders were considering.\u003c/p>\n\u003cp>“We wanted to have a pioneering spirit from people who are well seated in the more traditional paradigm,” Solway said. They tried to allow teachers to move up and back along the innovation spectrum, with each person offering important insights to the learning community. They did not only celebrate the pioneering teachers, but also the pioneering spirit of very traditional ones.\u003c/p>\n\u003cp>“TeachMeets” are one way school leaders celebrate individual learning as a community. Any person who wants to share what they are working on and how it’s going can do so. The rest of the “audience” -- other colleagues -- move around to different speakers depending on what interests them. Multiple mini-presentations are going on at once, with the audience moving between them fluidly. This practice helped spread insights beyond grade-level or subject-specific teams. It creates a positive buzz in a staff meeting and individuals can follow up with questions afterwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re looking for people to make that international statement of learning: aahh,” Hopkin said. If coaching can help stimulate curiosity in teachers to continue improving and trying new things, then it has done its job in his mind.\u003c/p>\n\n","blocks":[],"excerpt":"Leaders at the British International School in Shanghai are using a coaching model to help teachers develop individual lines of inquiry into their own teaching practice.","status":"publish","parent":0,"modified":1602526416,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1933},"headData":{"title":"When Coaching Teachers Has Curiosity As Its Primary Goal - MindShift","description":"Leaders at the British International School in Shanghai are using a coaching model to help teachers develop individual lines of inquiry into their own teaching practice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49491 https://ww2.kqed.org/mindshift/?p=49491","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/","disqusTitle":"When Coaching Teachers Has Curiosity As Its Primary Goal","path":"/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>How can school leaders push for innovation when every year 15 to 20 percent of the teaching staff turns over, along with a similar number of students? High turnover rates make it difficult to hold on to institutional knowledge, and even worse, the rationale for systems can become murky. Schools end up continuing practices they’ve always used out of inertia; the person who implemented an idea, and who can defend its importance, may have even left. These conditions make for a difficult environment in which to lead change.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/our-students/what-our-students-say\" target=\"_blank\" rel=\"noopener noreferrer\">British International School in Shanghai\u003c/a> is by \u003ca href=\"https://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/our-students/what-our-students-say\" target=\"_blank\" rel=\"noopener noreferrer\">many measures a successful school\u003c/a>. The 1,500 students represent 45 nationalities in preschool through a high school International Baccalaureate program and are often the children of expatriates or wealthy Chinese families. But because it is an international school it has significant turnover. Principal Neil Hopkin needed to find a way to continue pushing his teachers to improve within an environment that wasn’t naturally oriented towards change.\u003c/p>\n\u003caside class=\"pullquote alignright\">'When we tried to boil down what we were looking for -- it was helping our colleagues rediscover their curiosity.'\u003ccite>Dr. Neil Hopkin, Principal of British International School in Shanghai\u003c/cite>\u003c/aside>\n\u003cp>Hopkin and other school leaders wanted to get outside the realm of their own experience; if they relied too heavily on what they “knew,” nothing would change. Hopkin was looking for something that would bring a spirit of innovation into the teaching culture. He was looking for ways to push beyond the known. When a vice-president at a pharmaceutical company reached out to Hopkin offering to connect as a coach as part of his company’s local outreach Hopkin leapt at the chance. And through the process he was struck by how effective the coaching felt, and how applicable it was to a teaching context. The experience helped him settle on working to improve teaching practice at the school through a coaching model.\u003c/p>\n\u003cp>“Our innovation was that we wanted to make teaching and learning better, but we wanted to be better at making teaching and learning better,” Hopkin said during a presentation on the coaching model his school uses at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference in Boston. That statement is both completely mundane, and the essential struggle of schools everywhere. Every school leader wants a sustainable, effective way to help teachers improve, but finding that process is much more difficult than it sounds because each teacher is an individual, with specific strengths and weaknesses. And every teacher reacts to change differently.\u003c/p>\n\u003cp>The coaching model they devised is devoid of judgement. Coaches -- those with an interest in coaching and a senior or middle leadership role -- try to position themselves as thought partners for the teacher, starting before the lesson even happens. The coach and teacher set a goal, devise a plan together, execute the plan, and while it’s happening the coach tries to give in-the-moment observations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The key to this isn’t just the sense of community that coaches have, it’s the moment of intervention during practice,” said \u003ca href=\"http://www.nordangliaeducation.com/en/our-schools/shanghai/puxi/teachers-and-staff/our-leadership/deputy-and-assistant-heads/victoria-solway\" target=\"_blank\" rel=\"noopener noreferrer\">Victoria Solway\u003c/a>, director of teaching and learning at the school. That’s what makes this type of coaching different from the standard lesson observation leaders used to do. In a typical observation, the teacher doesn’t get any feedback until after the lesson is over, and then it usually feels evaluative. At the British International School of Shanghai, Hopkin and Solway are trying to create an experience among the staff that helps teachers notice their own teaching moves as they happen in the classroom.\u003c/p>\n\u003cp>“We’re trying to get to a space where someone coming into your space isn’t the expert,” Hopkin said. “You as the teacher are still the expert with responsibility and control for your professional experience.” They didn’t want to follow a checklist of teaching practices or try to emulate the teaching approach of one star teacher. Instead, their goal was to help each teacher become a star in their own unique way.\u003c/p>\n\u003cp>“When we tried to boil down what we were looking for -- it was helping our colleagues rediscover their curiosity,” Hopkin said. He wanted teachers asking themselves questions like: Why does my lesson go this way? Why don’t I like this kind of student? Why did this go so well? “We wanted them to see the world with awe and wonder,” he said.\u003c/p>\n\u003cp>Ironically, this focus on curiosity, learning mindsets, hands-on experiences, and reflection are exactly what teachers at this school offer to students. But they weren’t as comfortable engaging in the same process around their own professional learning. Hopkin hopes the coaching model he’s developing -- one based around partnership and shared responsibility between coach and teacher for the fate of the lesson -- will help teachers shift their mindsets about change.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT DOES IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Hopkin and Solway quickly found that they needed to be flexible with their colleagues, many of whom were uncomfortable with this new approach to teacher professional development. The two leaders wanted coaching sessions to be positive and supportive, personalized and teacher-centered, challenging and reflective, non-evaluative and retrievable. But they also knew many teachers had not experienced that type of coaching before and were wary of anything that seemed like an evaluation.\u003c/p>\n\u003cp>“What they’re getting is something that’s right for them not only in terms of what they should be working on, but also in how they like to learn and how they like to feel,” Hopkin said. He wants the experience to support teachers as they become even more independent and autonomous in their practice. To do that, he needed them to feel completely safe, so he made it very clear to the staff that nothing from coaching sessions would ever come up in annual reviews.\u003c/p>\n\u003cp>“No one will take a risk if they feel like they will be kicked in the teeth for landing on their face when trying something new,” Hopkin said.\u003c/p>\n\u003cp>All coaching sessions start with a pre-lesson meeting when the coach and teacher talk about goals for the lesson and try to anticipate questions or obstacles that might arise. Together they practice how the teacher might address those scenarios. The coach videotapes the lesson with a camera mounted on a Swivel to track the teacher as he or she moves about the classroom. Depending on the teacher’s comfort with in-class coaching, the coach may also be in the room quietly offering observations or questions at the point of practice. For teachers who hate that idea, Hopkin and Solway offer asynchronous coaching based on the video footage. No matter which style of coaching happens, the coach and teacher meet again to reflect on what happened during the lesson.\u003c/p>\n\u003cp>When Solway coaches, she likes to flag moments in the video with voiceover, pointing out strong moments or areas where she noticed something. Sometimes she’ll offer resources to the teacher to help further their thinking on the goal they’ve identified. Solway says it’s important that if the lesson goes poorly the coach shares the blame, but if the lesson goes wonderfully, it’s best to give the teacher all the credit.\u003c/p>\n\u003cp>The pre-lesson materials, video and reflection make the experience a retrievable one. Teachers can revisit the video or the notes on their own time. Hopkin admitted it took teachers time to get used to this coaching model and many were skeptical at first. Teachers were also at very different points in their professional learning. Some were already experimental, pushing beyond what felt comfortable regularly and wondering “what if” as a matter of practice. Others, needed more coaching on the nuts and bolts, with the coach continually referring back to a schoolwide “Teaching and Learning Principles” document.\u003c/p>\n\u003cp>In those cases, Hopkin said “it’s an interplay between are we working on the basics or are we working on something more bespoke to you?” But because the coach is working to help teachers notice and correct course autonomously, he or she is often only asking questions and leaving space for the teacher to develop her own thought or next action.\u003c/p>\n\u003cp>“It’s painfully slow because you’re just going to ask questions that you want the teacher to ask themselves,” Hopkin said. This type of professional learning is akin to what many schools want teachers to provide students. Leaders at British International School of Shanghai learned that using the same teaching pedagogy with professional learners can be an effective way to shift instruction.\u003c/p>\n\u003cp>After one year of coaching in this way, Hopkin surveyed staff to see if they could substantiate how the coaching had improved their teaching. Teachers reported a 30 percent increase in their confidence, and they felt they were saving 40 percent of their time because they had to do less re-teaching. School leaders also looked at an array of measures like student grades and test scores, student interaction rates, questioning skill surveys, student attention rates, collaborative learning conversations, etc. to try and determine if the quality of learning had increased. Using information from teachers, students, and leaders they compiled those results and determined that the quality of learning increased by 70 percent.\u003c/p>\n\u003cp>\u003cstrong>A WHOLE SCHOOL INNOVATION EFFECT\u003c/strong>\u003c/p>\n\u003cp>In the process of helping individual teachers embrace small innovations to their teaching, the school as a whole has become more able to embrace change. Before the coaching program began, the International School of Shanghai already had positive things happening, and Hopkin wanted to retain those experiences. But he also wanted to inspire innovation and he’s aware that “efficiency suffocates new thinking. The better you are at something the less likely you are to be open to something different.”\u003c/p>\n\u003cp>So he framed the coaching sessions as little experiments, each in service of the broader school strategy. A teacher would make a hypothesis, experiment with it in the classroom, reflect on the insights garnered and how it connected to the larger community goals. The results of those experiments then became data points for broader decisions school leaders were considering.\u003c/p>\n\u003cp>“We wanted to have a pioneering spirit from people who are well seated in the more traditional paradigm,” Solway said. They tried to allow teachers to move up and back along the innovation spectrum, with each person offering important insights to the learning community. They did not only celebrate the pioneering teachers, but also the pioneering spirit of very traditional ones.\u003c/p>\n\u003cp>“TeachMeets” are one way school leaders celebrate individual learning as a community. Any person who wants to share what they are working on and how it’s going can do so. The rest of the “audience” -- other colleagues -- move around to different speakers depending on what interests them. Multiple mini-presentations are going on at once, with the audience moving between them fluidly. This practice helped spread insights beyond grade-level or subject-specific teams. It creates a positive buzz in a staff meeting and individuals can follow up with questions afterwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re looking for people to make that international statement of learning: aahh,” Hopkin said. If coaching can help stimulate curiosity in teachers to continue improving and trying new things, then it has done its job in his mind.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20882","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_96"],"featImg":"mindshift_49501","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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