Test Assess: The Role of Experience and Other Factors

As I further reviewed a host of end-of-year scores, observations, and efforts from last year, I wondered about the role that experience plays in education.

For example, last year as I employed an open-ended Marble Maze STEAM exploration, I noticed that a few students didn't know where to begin. Even though there had been an introduction, it was clear that these students had not spent a lot of time playing with the kinds of materials this activity offered. They struggled with language, the ability to play and explore, and an open attitude to trying something new.

As I assessed the scores, I found that these same students struggled with the language and concepts related to science study while peers, who I believe had greater experience with science tools, resources, and experiences, did well on the tests.

How do we make up for a lack of experience with regard to play, reading, and study in any curriculum area? First, I wonder if there should be "experience years" that are added to children's school tenure. For example, perhaps a child entering kindergarten receives a play/experience evaluation, and if the evaluation shows that the child has had little experience with play and knowledge/concept experiences, then the child is placed in an "experiential pre-K" program where he/she has a year of rich play and exploration with terrific guidance, resources, and experiences. Perhaps this occurs again after second grade and another evaluation so that children have an experiential year prior to third grade. By extending a child's learning program and including greater, rich experiences, we might have the chance to help students make-up for the experiential gaps that impede their academic growth and success.

The score assessments demonstrated other interesting areas of need and success. For example, and not surprising, some dual-language students struggled and some did not--what made that difference? Children who struggled with math problem solving seemed to also struggle with the science/tech test questions. Students who had difficulty with vocabulary and reading, struggled. Yet, students who typically achieved in the average range on standardized tests, but had high interest in science, did well on these tests. Strong, overall academic students did well, but students who tend to struggle with the traditional program, didn't do as well.

One area that led me to wonder was the children who do exceptionally well on hands-on, STEAM activities, but struggle with language/paper-pencil tasks. Where do we make space for these students to learn in ways that build confidence and success in our still, mostly language based, academic environments in schools? How do we bridge this gap?

I continue to be a fan of data that makes me think about the overall program and service to children. I look forward to listening to my colleagues and leaders who will also analyze the data, and hearing what points they'll pull from the information. How will we use this data to better develop our programs and efforts with regard to engaging, empowering education for all children?  We know that early analysis of student data helps educators to begin the year with new information, ideas, and initiatives to serve students well. I look forward to the analysis, program discussion, and new efforts in the days to come.

Learning Travels: Teacher Leadership Initiative

Take a look at CTQ's Collaboratory

Getting involved in new learning is like visiting a foreign country.

First, there's the the pull. For some reason, a new country draws your attention. That's the way it was for my honeymoon so many years ago. A relative mentioned his recent visit to Turkey, and suggested that we travel there for our honeymoon. "Turkey for a honeymoon!" I responded. Yet, the seed was planted and the more I researched honeymoon destinations, the more I kept coming back to the idea of visiting Turkey. And I must say, it was a terrific trip--one that has stayed with me since that journey so many years ago.

Similarly, when I read of the Teacher Leadership Initiative I was drawn to the program. I had been reading a lot about teacher leadership, and I'm a big proponent of veteran teachers staying in the classroom and continuing to teach. But without any room for growth, many good teachers leave the classroom for leadership positions. Teacher leadership offers a hybrid role of leader and teacher which I believe is a win-win for students and teachers alike. Hence, I applied and was invited to take this learning journey.

Next, there's the initial entry to the country. I remember when I got off the plane in Turkey. I was mesmerized by the sights and sounds around me. I tread gently as I reviewed maps and found our hotel. The same is true for me today as I embark on the Teacher Leadership Initiative. As I listened to Jennifer Barnett lead the Blackboard introduction, I cautiously looked at the many links and documents  presented. A lot of the approach is foreign to me now, but I know that in time I will learn to use the programs and processes well to meet the initiative's goals. Similarly, the more we traveled throughout Turkey, the more I knew what to do and not to do in order to enjoy and partake in the culture well.

Soon I'll know enough to route my own path as a cohort member of the Teacher Leadership Initiative. I'll use the introductory information to guide my personalized learning path. Already I find myself debating which area I'd like to invest in with depth. I know that I want the work to connect this initiative well with the work I do in my school system with colleagues, students, leaders, family members, and the community.

In Turkey, as the trip continued, we were better able to choose good foods, find historic/recreation spots, and converse with the Turkish people. The familiarity allowed us to personalize our trip and make for a rich experience.

I'm sure I'll write a lot about the Teacher Leadership Initiative journey in the days and weeks ahead. These reflections will serve to share the experience with others who may be interested in partaking in the effort in the future. The reflections will also help me to get the most out of the experience.

Like traveling the globe, the Internet allows us to learn in ways similar to travel as we traverse multiple platforms and connect to colleagues near and far. These wonderful journeys are worth the adventure, challenge, and result.

Addition
Early on, at the start of my online professional learning work, I was drawn to the Center for Teacher Quality's (CTQ) focus and endeavor. I also followed Jennifer Barnett on Twitter and engaged in collegial exchange about teaching and learning with her and her colleagues. Now, with this new adventure, it's been great to see how CTQ has grown and developed over the years to become a wonderful resource for strategic action with regard to teaching children well.

How Can School Leaders Support Success?

As an educator, I can think of many ways that school leaders can support teaching/learning success.

This is a short list of those efforts:

• Regular, transparent, and inclusive communication. Let the teaching/learning team know what's happened, what is currently happening, and what is planned for the future. When educators are included in the plans and efforts, investment and good work grows.
• Lead time for initiatives. Providing lead time for initiatives gives educators the time they need to study the plan and implement with care.
• Preview and Review: Post all essential information and plans online so that educators can preview and review when needed. 
• Personalized Professional Learning: When administrators know educators well, they're able to provide paths to worthy and meaningful professional learning opportunities rather than one-size-fits-all efforts that do not translate to as much meaningful growth and development.
• Fluid, Efficient, Responsive Purchasing Plans: By providing educators with a means to readily acquire tools and resources that will support student learning, leaders will empower positive, proactive service to students. This will also make it possible for educators to acquire needed materials without spending their personal dollars. 
• Support: In many cases, an educator will need support to do the good work possible. Leaders who listen with care to educators' call for support and respond, will enable teachers to do their jobs well. 
• Time for Collaboration, Planning, and Preparation: Creatively looking at the schedule and making time for educators to collaboratively prepare and plan for good teaching will support optimal teaching/learning.
• Voice and Choice: Using a shared leadership model whenever possible and enlisting the passions, interests, skills, questions, and ideas of educators will help to build more inclusive, dynamic, collaborative, and successful teaching/learning environments. 
• Inviting, Inspiring Learning Environments: Advocating for and creating inviting, inspiring, responsive learning environments will give teachers and students what they need and desire in order to teach and learn well.

What would you add to this list? 

Also, I'm wondering what school leaders' short lists for educators look like. What attributes do school leaders most desire from the educators in their organizations? If you've written or noticed a post like that, please share as I want to see this issue from the other side too. 

Exceed Expectations?

As a child, I was often surrounded with people who exceeded expectations. Instead of the leisurely three-hour hike, they led the all day, morning-to-night, twelve-hour hike. Instead of a small party, they invited everyone they knew, and helping others sometimes meant giving beyond reasonable means.

In a large part, exceeding expectations demonstrated that what we dream of can happen, and that stretching beyond your comfort level has the potential to positively impact another's life in significant ways. Though it meant challenging work and effort, exceeding expectations seem to make the impossible, possible. Often, those most passionate will exceed expectations in their areas of passion and make terrific progress in those areas. They forge the path through the forest of the unknown or uncharted territory, and lead the way for others.

Yet, on the other hand, you can't always exceed expectations since having that kind of mindset can also lead to exhaustion and a life less balanced than desired. Should you aim to exceed expectations or to have a more balanced approach to expectations? Which is preferred? This is not a right or wrong question. Instead it's a question that you may answer differently for the various stages or parts of your life. Perhaps you'll want to exceed expectations in some areas while you're satisfied to simply meet expectations in other areas.

As the new school year begins, it's good to think about where you will invest your energy. You won't be able to exceed expectations in all the areas you're responsible for--there's simply too many pieces to the school puzzle, but you do have the chance to give some areas of school life extra attention and passion, and in those areas you have the chance to substantially impact your students and learning community. In other areas, you will probably choose to meet expectations by following the lead of others.

Finding a good balance of exceeding and meeting expectations is a good way to go as you work to teach children well in the year ahead. That balance will help you to use your energy well to do the work that matters.

Healthy School Year

I often choose school work and efforts over health, and that's not a good idea.

As educators we do best by our students if we're healthy and we're modeling healthful activity and behavior.

If that's true, why would I choose otherwise?

If you like to do a good job, you're prone to choose to work those extra hours rather than go to the gym, take a walk, bike, shop for healthy food, or get a good night's rest.

Yet, as stated earlier, it's imperative that we model and integrate healthy activity and behavior into our schedule as educators.

What will help those of us who may need some encouragement in this area?

Here are a few ideas:

• Make healthful activity a regular part of your schedule. Walk the playground, play games with students, visit the gym, or take a walk/run daily. Make it part of your daily schedule.
• Have healthy snacks and food available at school. Before the school year starts, shop for some healthy snacks such as apples, power bars, and veggies. When you prepare healthy meals, prepare more so there are leftovers for a healthy lunch the next day.
• Wear clothes and shoes that are comfortable enough to move in.
• Plan lessons that include activity for you and your students.
• Make healthy living as important to your schedule as other aspects of teaching well.

I work with many educators who prioritize health, and I know this is an important part of the work we do.