Twenty Days

First the turkey was stuffed, and then we were.  Black Friday has come and gone.  The Christmas decorations are in the stores and starting to pop up in the neighborhood.  We find ourselves on the far side of Thanksgiving with exactly four weeks left in this semester.  We must be having fun because time certainly seems to be flying by.

I want to take a few minutes to have you think ahead about the next 20 school days and make sure you keep some things in mind.

• Extended Observations: If you are a first or second year teacher in the HSE District, you need to have your extended observation completed before the end of the semester.  Check with your primary evaluator this week if you fit into this category.  If time permits, others of you may also have the extended observation take place before the holidays.
• End of Course Assessments: On December 11-14, we will give the End of Course Assessments for English 10 and Algebra I to students who did not pass in previous attempts, students who transferred in from out of state and still need to take the Indiana tests, or any student finishing up the second semester of Algebra I.  You will get the specifics on these tests soon, but keep these dates in mind.  These tests are stressful for the student who struggles to pass the exams and for teachers who have to assist in giving them.  It will also mean some schedule changes as we make adjustments necessary for testing. 
• Final Exams: This schedule has already been posted, but as a reminder, final exams will take place on December 19-21.  Periods 1 and 2 test on Wednesday, periods 3 and 4 on Thursday, and periods 5-7 on Friday.
• Class Student Learning Objectives: You should complete the summative assessment for your Class SLO before the end of the semester.  In the next few weeks you should take some time to revisit key concepts and make connections between present learning and past learning whenever possible in order to have all students ready for this summative assessment.

I saved Class SLOs for last in this list because I wanted to end with a few ideas that may help you prepare students for the summative assessments:

• Cramming vs Chunking: Research is clear that “cramming” as a form of review is ineffective.  Rather, review should be “chunked” over time.  Consider using bell work or exit tickets on topics taught in August, September, and October.  These are formative assessments to let you know which skills and content need more review.  Handing students a review worksheet several days before the exam may help some of your stronger students, but it is of almost no use to a struggling learner.
• Stand-Alone vs Connected: As much as you can, connect current content with previous learning.  This is good practice and mentioned in the Teacher Effectiveness Rubric in several places.  Students in the “High” bucket seem to know intuitively what is most important and how to make connections between old and new learning.  Many students in the “Medium” bucket, and most in the “Low” bucket will not make these intuitive leaps.   As you prepare your students for the summative assessments, consider ways to highlight key ideas and concepts and to make clear connections.  Concept maps, illustrations, timelines, and analogies help all students, but are essential to struggling learners.
• One Time vs Over Time: When teaching a new skill, think of a bar code label with most of the lines grouped tightly together at the beginning of the label and then spread out later.  This illustrates the formula for practicing a skill.  Have students do lots of practice early, but over time return to the skill intermittently to embed and strengthen it.  We are now “later” in the semester, so it is a good time to return to key skills that will be assessed on your final exam.

Keep having fun, Southeastern.  Twenty days will go by quickly.  Use them well.

Have a great week.

Phil

Some Whiffling and Burbling

Read the excerpt from Lewis Carroll’s poem and answer the questions below.

Jabberwocky

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"

He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.

And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
--from Through the Looking-Glass, and What Alice Found There(1872)

1)      What were the slithy toves doing in the introduction to this poem?  (1 point)

2)      Were the borogoves or the mome raths mimsy?  (1 point)

3)      The “father” in this poem warns his son against three creatures.  Name these creatures. (1 point for each creature.  Extra credit if you can identify what makes any of these creatures dangerous.)

4)      What did the protagonist do while beside the Tumtum tree? What did this prepare the hero to do later?  (1 points for each complete explanation.)

5)      What kind of sword did the hero carry? (1 point—Use a complete sentence.)

6)      Name two things the Jabberwock did as he came through the tulgey wood.  (2 points possible.)

I saw a version of this test at some point early in my teaching career.  It took me about five minutes to re-create this version.  It’s just like riding a bike….

The point, of course, is that it is entirely possible to have students get “right” answers and not understand a thing they have read.  If you have students read a text and then use a worksheet or quiz that is similar to this 10-point assessment I just gave you, I have a challenge for you: Do something else.

The next time you have students complete a reading, try something like this:

• Summarize: Have students summarize in one sentence an entire section or chapter.
• Compare and Contrast: Have students write analogies.  For example: A cell membrane is like a….because…..
• Compare and Contrast II: Have students look at two problems or examples and tell what they have to do differently in order to solve the problems.
• Cues: Have students come up with an acrostic to remember the most important parts of the reading or lesson.
• Questions: Project answers on the overhead and have students write the questions.
• Nonlinguistic Representation: Have students draw (and label if needed) the main concept included in the text.
• Summarize and Question: Have students narrow it down and then write the three most important questions they can possibly answer about the topic.  Have them share and defend their questions.
• Graphic Organizers: Have students create concept maps making as many connections between topics as possible.

All of these assessments could be done individually, in pairs, or in groups.  My contention is that it would be very difficult to do any of these assignments without understanding the text.

Mike Smoker, an educator who stresses the importance of simplicity, clarity, and priority in teaching, claims the best worksheet is a blank piece of paper.  Have your students do something with one and see if you agree.  I would love to hear what you did and what worked well.

This week take some time to stand in uffish thought beside the nearest Tumtum tree.  Then take out your vorpal pen, pencil, or iPad and create a lesson that will impact the learning of even the most frumious bandersnatch or burbling Jabberwock.

Have a brillig week, HSE.

Phil

What Was I Thinking?

What was I thinking?

My son-in-law, Cassady Feasby, plays bass guitar for the talented and popular country musician, Dierks Bentley, so my wife and I have become country music fans.  One of the reason Dierks has done so well is that he is a first-rate song writer, and his songs tend to resonate in lots of ways.  One of Bentley’s hit songs is “What Was I Thinking,” which has a catchy tune but lyrics you might not want your children singing along with in the car.  Once you hear it, however, the chorus tends to stick with you and pop up in all kinds of situations.

This week, I asked you to email answers to my question about Rock Solid Questioning after Wednesday’s late start.  As my inbox began to fill up with your responses, the chorus to Bentley’s song started running through my head.  By Friday afternoon, the dinging of the email alert started to match the rhythm of the ticking of the schoolhouse clock hanging in my office.

What were you thinking?

The emails you sent were fantastic.  Let me give you a short summary:

·         I received over 130 responses.  A few were a few sentences long, but most were several paragraphs in length, and many took up several pages.  (Turnabout is fair play!)

·         Many, many of you took a great deal of time to respond and were incredibly thoughtful and insightful.

·         You shared stories about experiences you had with a variety of questioning strategies.  You shared questioning simulations, entrance activities, exit activities, and group activities of all sorts that you use to engage students.

·         About one third of you reported that you experimented with new questioning strategies on Thursday and Friday of last week, and were overwhelmingly pleased with the results.  (A handful of you even changed things up on Wednesday for first hour!)

·         You asked questions of me and deepened my understanding of some of the questioning strategies.

What are we thinking?

I found it relatively easy to summarize common themes from your emails.  This is what you tend to believe about questioning, HSE:

·         Questioning strategies, when used well, improve both student learning and student engagement.  Your emails are crystal clear about this.

·         Many of you prepare ahead of time a list of key questions and try to find ways to make sure every student in the class thinks about and answers these questions.

·         One key to improved student learning is to have many different questioning strategies in your instructional toolbox.

·         Teaching is both an art and a science.  Part of the science of teaching is having many strategies at your disposal.  Part of the art of teaching is knowing your students well and knowing which strategies will be most effective.  It is knowing how to use the questioning strategy.

·         Building a safe, supportive, and nurturing classroom community will open opportunities to use a whole range of questioning activities.  (This may be my personal favorite.)

I may not rush to have you email me responses soon (at least not until my inbox gets back under control), but I did appreciate learning your thoughts about questioning and about your ongoing efforts to grow in this area.

I have no question that your hard work will make a difference in student learning.

Have a great week, Southeastern.

Phil

The Perfect Storm

The Perfect Storm

Last week I followed in fascination as Hurricane Sandy headed north along the east coast and then veered left onto the mainland.  I heard various weathermen use the “Perfect Storm” metaphor in reference to the combination of meteorological events that made Sandy so unusually powerful and destructive.  I was especially interested about its impact on Ocean Grove, New Jersey. 

Ocean Grove has a special place in my family’s history and heart.  My grandmother Lederach vacationed there as a child.  I grew up hearing stories of her family making the trip from her home near Philadelphia to the Jersey Shore (long before Snookie and the Situation made that term infamous) and we have pictures of her as a little girl on the dunes near the beach.  My father then visited Ocean Grove as a child, and in turn took my siblings and me to the same shore. 

Last week as Sandy churned up the coast, I went online and found several pictures of the fishing pier at Ocean Grove.  I have included these below.  The first is a picture of the pier as I remember it from my youth, and the second is right before the storm hit.  As you can see, the waves that are normally a few feet in height are close to topping the pier, which is usually a good 30 feet above sea level.

  

I feel for all the people impacted by Sandy and marvel at the help that is pouring into the hardest hit areas.  When faced with difficult times, as a country, we do seem to rise to the occasion and come together in support of each other. 

HSEHS

Since this weekly email is about our school, you might have guessed I was going to bring this storm home.  You weathered one perfect storm in the first month of this school year when events and circumstances combined to create perhaps the most stressful beginning to a school year that many of you can remember.  You needed to do all of the things you normally do to start the school year: prepare for the first days, learn to know your new students, plan daily lessons, grade papers and assignments, and pretend you had a life outside of school.  Then on top of the normally stressful start to school came the demands of Class SLOs and TEDS.  The Perfect Storm!

The good news is that the initial blast of Hurricane TEDS has moved on.  The bad news is that eventually, just like the Jersey Shore, we will get more stormy weather.  Believe it or not, I am telling you this not to discourage you, but to encourage you and to prepare you.  My experience has been that the stressors of a new evaluation system do tend to come in cycles, but the cycles actually get easier rather than worse.

You will not face another perfect storm again this year, but you are going to feel a bit of the stress of TEDS several more times:

·         In December as you finish up first semester and Class SLOs.

·         After Winter Break as you start up your new classes and work on your Targeted SLO.

·         At the end of the year as we move into testing season (a tsunami all its own), finish the evaluation process, and finish the semester.

Let me repeat: You have weathered the worst of this storm.  I think you will find these next cycles much, much less stressful, but it is better to be forewarned and forearmed.  Do a little planning ahead. Keep in mind that these are times when high winds may blow.

There will be no need to board up the windows and head to higher ground, but you might want to be ready to for the stress—and ask for help when you need it.  When faced with difficult times, as a school, we do seem to rise to the occasion and come together in support of each other.

Have a calm week, HSE.

Phil

A few words of wisdom to end:

“When you come out of the storm, you won’t be the same person who walked in. That’s what the storm’s all about.”  Haruki Maruakami

“There are some things you learn best in calm, and some in storm” Willa Cather

“The fishermen know that the sea is dangerous and the storm terrible, but they have never found these dangers sufficient reason for remaining ashore.”  Vincent Van Gogh

Rock Solid

Last Thursday during our professional development time I used the term Rock Solid to describe effective lessons.  I like this term for many reasons.

·         It has a feeling of permanence and strength.  Rock solid teaching means that day in and day out, students are engaged and learning.  This term speaks to consistency and strength.    

·         It rolls off the tongue nicely, and you can play with the words: I rocked the class, you rock, you are educational rock stars, I started off rocky and ended up solid….

·         It is what I want people to think of when they think of HSE.  Southeastern is the Rock of Gibraltar.  This is a place that provides solid instruction for our students and is an anchor for the community of Fishers.

Where We Are

You have finished the process of writing Class SLOs.  You are working to get students ready to reach the Mastery Content Score by the time semester final exams roll around, but most of your day-to-day focus is on planning, teaching, and grading.  Your efforts are focused on helping students.

This is exactly how it should be, and it is what Rock Solid teaching is all about.  You do the little things right every day.  You take care of details.  You make sure lessons are ready and the activities are thoughtful.  You find ways to push the top students and catch the ones who are falling.  You grade papers and get them back on time.  You call parents and contact counselors when needed.  This is rock solid teaching. 

On the Teacher Effectiveness Rubric, “Effective” is Rock Solid, and it is not easy.  It takes determination, effort, and perseverance.  It means doing the right things for the right reasons: because it helps students learn and grow.  That is, however, why you became a teacher.  And Rock Solid Teaching is the reason HSEHS is considered one of the top high schools in the state and in the nation.

You rock, HSE.

Have a great week.

Phil

I Taught My Dog to Whistle

Before reading further, think about this statement: The focus of our efforts at Hamilton Southeastern High School must be primarily on student learning rather than on teaching. 

About five years ago, I had the opportunity to visit Lindsay High School in the San Joaquin Valley, just south of Fresno, California. 

Lindsay is a school that is very different from Southeastern, but I met some outstanding and innovative educators on that visit.  They were working closely with Robert Marzano and Associates and were trying to turn around a school that by all accounts was struggling.  Perhaps the most daring move they made was to put every student on an individualized learning plan that included advancement and the granting of course credit based on performance.  Lindsay was all about what the student learned.

In fact, they didn't call the kids “students.”  They were “learners,” and the teachers were “learning facilitators.”  If you can get over the awkwardness of the titles, the intent is excellent.

For good reason, we tend to focus on what and how we are teaching.  This is not a bad thing.  We should always strive to improve our teaching.  In fact, I believe that the Teacher Effectiveness Rubric and the TEDS process emphasizes improved teaching.  The TER requires us to be very, very intentional and reflective about what we teach and how we teach it.

The issue is, of course, that regardless of how we teach it, if the students don’t learn it, we haven’t really accomplished much.  This is exactly why the TER pushes so hard for monitoring student progress.  Monitoring progress is found all over the rubric:

·         Competency 1.2: Set measurable achievement goals

·         Competency 1.4: Create objective-driven lesson plans and assessments

·         Competency 1.5: Track student data and analyze progress

·         Competency 2.1: Develop student understanding and mastery of lesson objectives

·         Competency 2.4: Check for understanding

·         Competency 2.5: Modify instruction as needed

I’ll give you hint: Don’t wait for the final exam to check how students are doing on your Class Student Learning Objective.  This semester, it will pay dividends for your students—and for you—to give multiple formative assessments.  Formative assessments are those that students complete without risk.  They may or may not be formal assessments.  (Note the difference between “formative” and “formal.”) 

Formative assessments tell you if your teaching is resulting in student learning.  It gives you a chance to adjust instruction.

John Hattie, a widely published education professor at the University of Melbourne in Australia, said, “The mistake I was making was seeing feedback as something teachers provide to students….It was only when I discovered that feedback was most powerful when it is from the student to the teacher that I started to understand it better.”  He is talking about formative assessments--feedback from the students to the teacher.

The trouble with formative feedback, however, is that it requires you to adjust your teaching to meet the needs of the learner and supports Robert Marzano’s interesting take on how often you should give formative assessments.  His response to that question:  “As often as you are willing to change your instruction.”

It’s true that we may not be able to teach a dog to whistle, but we certainly can improve student performance when we know exactly what they need in order to take the next step.  Avoid whistling in the dark, HSE.  Check often where students are in their learning, and then make adjustments to ensure they reach the learning targets.

Have a great week.

Phil

An Arranged Marriage

As often as I can I listen to StoryCorps on National Public Radio.  One of the episodes that still comes to mind occasionally has to do with arranged marriages.  A daughter-in-law who did not have an arranged marriage interviews her mother-in-law whose marriage was arranged.  Sulochana Konur tells the story of how two months after meeting her future husband at the age of 15, she was married.  Almost 40 years later, they remain so.

At the end of the interview, Mrs. Konur gives advice to her daughter-in-law.  These aren’t the exact words, but I think this is the point she makes: I didn’t make the choice to marry, but that doesn’t make it easier or harder.  You will also have to find your own way.  As you are married, you have to grow together regardless of how you became married.  I’ll return to this concept later.

Set High Expectations for Academic Success: Rock Solid Teaching

The last competency on the TER is Competency 2.9.  It is interesting because it seems to repeat many other areas in the rubric, especially when you examine only the “Effective” category.  Look at these indicators and note some of the connections to other competencies:

Effective

·         Teacher sets high expectations for students of all levels. Similar to: 2.1—Mastery and understanding of lesson objectives, 2.5—Teacher does not give up, 2.6—Accessible but Rigorous Work

·         Students are invested in their work and value academic success as evidenced by their effort and quality of their work.  Similar to: 2.3—Engagement, 2.6—Student perseverance, 2.7—Students on task, 2.8—Students are invested in the success of their peers

·         The classroom is a safe place to take on challenges or risk failure.  Similar to: 2.8—Safe and positive environment, 2.5—Teacher scaffolds students

·         Teachers expect students to respond to questioning and to generate their own conclusions. Similar to: 2.2—Students ask higher-order questions, 2.4—Teacher checks for understanding, 2.6—Students are required to support arguments,

·         Teacher celebrates and/or recognizes high quality work.  Similar to: 2.6—Teacher highlights student work that meets high expectations, 2.8—Positive classroom environment

Certainly, this overlap of competencies reinforces what I have been saying about how the same lesson can have multiple “hits” on the TER.  Make no mistake about it: An “Effective” lesson is rock solid teaching.   If your lesson is effective, it will show up in this competency and many other places on the rubric. 

The indictors for “Highly Effective,” however, go beyond rock solid.  Take a look at the “Highly Effective” indicators for 2.9:

Highly Effective: For Level 4, much of the Level 3 evidence is observed during the year, as well as some of the following:

·         Students participate in forming academic goals for themselves and analyzing their progress.

·         Student comments and actions demonstrate that they are excited about their work and understand the relevance of their learning.

To reach “Highly Effective” on this competency, students must do much of the work.  They must set academic goals and analyze their own progress.  This is not a new concept.  It has been around for as long as I have been teaching and probably long before that.  In the late 90s and early 00s, the Best Practice folks (Zemmelman, Daniels, and Hyde) were pushing for it, and more recently, Robert Marzano has documented the impact of student involvement in setting and tracking learning goals.

Most students, however, will not be able to do this on their own.  These are skills that must be taught, but it is time well spent.  When I first started as an administrator, I worked with a teacher who took this process to heart.  He developed learning goals for his students who were predominantly at-risk and low achievers, taught them to develop their own academic goals, and had them track their own progress.  He also had students track the correlation between effort and results.  The outcomes of this informal field-test were overwhelmingly positive.  Students became more invested in their learning, they consistently worked harder and performed better, they became aware of their own strengths and weaknesses, and they saw the correlation between effort and results.  It was hard and sometimes frustrating work, but it changed the teacher’s approach to teaching.

My point:  You will “hit” in the “Effective” category on this competency with lots of different activities.  In order to trend up this competency from “Effective” to “Highly Effective,” a teacher must do much more than set goals and tell students what they are.  It will involve teaching students to set their own goals and monitor their own learning.  It means finding ways to get students invested in the learning because it has personal meaning and relevance.

An Arranged Marriage:

That is it, Southeastern.  We have made it through all nine competencies in Domain 2 of the Teacher Effectiveness Rubric.  Yes, this was an arranged marriage, but I think we may learn to love her/him yet!  (I told you I would get back to you on this one.)

Now begins the work of growing together. 

Have a great week.

Phil