Thursday, July 16, 2015

Disciplinary Literacy Institute-How did we do?

In the spirit of transparency and working together to ensure high levels of leadership and learning in our district, I wanted to share with you the responses from 33 elementary specialists, 65 middle school teachers, and 151 high school teachers who attended Disciplinary Literacy at Waukesha North High School this week.
Please click on THIS LINK to see all of the narrative responses.
Overall, job well done!
249 responses
View all responses Publish analytics

Summary

Which level do you currently teach?

Elementary3313.3%
Middle6526.1%
High School15160.6%

Learning was relevant to my specific subject area. [Philosophy and Practice]

Strongly Disagree31.2%
Disagree176.8%
Somewhat Agree6827.3%
Agree12650.6%
Strongly Agree3514.1%

I understand how Disciplinary Literacy, the Gradual Release of Responsibility, and an Inquiry-Based Approach to teaching are connected.  [Philosophy and Practice]

Strongly Disagree10.4%
Disagree31.2%
Somewhat Agree3212.9%
Agree14859.4%
Strongly Agree6526.1%

The Institute introduced me to new strategies that were applicable to my content area. [Philosophy and Practice]

Strongly Disagree52%
Disagree187.2%
Somewhat Agree7228.9%
Agree11646.6%
Strongly Agree3815.3%

I walked away with a lesson that I will use within the first month of school.  [Philosophy and Practice]

Strongly Disagree41.6%
Disagree114.4%
Somewhat Agree4317.3%
Agree12249%
Strongly Agree6927.7%

Instruction was scaffolded to meet my needs as a learner. [Philosophy and Practice]

Strongly Disagree52%
Disagree208%
Somewhat Agree5722.9%
Agree14357.4%
Strongly Agree249.6%

The keynote presentations helped shape my understanding of the concepts for each day. [Philosophy and Practice]

Strongly Disagree4618.5%
Disagree6927.7%
Somewhat Agree7530.1%
Agree4819.3%
Strongly Agree114.4%

I understood the learning outcomes of the Institute prior to attending. [Organization]

Strongly Disagree31.2%
Disagree239.2%
Somewhat Agree7831.3%
Agree11546.2%
Strongly Agree3012%

Materials used during the Institute were easy to find and organized appropriately. [Organization]

Strongly Disagree20.8%
Disagree72.8%
Somewhat Agree4016.1%
Agree13152.6%
Strongly Agree6927.7%

Sessions were timed appropriately to allow for learning to take place.  [Organization]

Strongly Disagree41.6%
Disagree93.6%
Somewhat Agree2911.6%
Agree15662.7%
Strongly Agree5120.5%

Facilitators instructed using engaging materials and relevant teaching strategies.  [Organization]

Strongly Disagree41.6%
Disagree41.6%
Somewhat Agree4317.3%
Agree14257%
Strongly Agree5622.5%

Space and room set-ups were designed for optimal learning experiences.  [Organization]

Strongly Disagree62.4%
Disagree166.4%
Somewhat Agree5522.1%
Agree14056.2%
Strongly Agree3212.9%

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Sunday, July 12, 2015

So What Do They Really Know?

In just about 15 hours, we will be welcoming and collaborating with @WaukeshaSchools educators during our 3-day Literacy Institute.  It is an exciting time for literacy leadership in Waukesha and most importantly for the growth of our students!

My latest literacy read was Cris Tovani's book on assessment that informs teaching and learning. She talks a lot about what we know is vital to student achievement; formative assessments matter most! When formative assessments are given along the way, they help teachers know what students need and also give students ideas on how to improve. Assessment needs to be personalized to the classroom so that they can serve instructional practice and enhance engagement and achievement. Assessments need to serve students first.

Intentional planning around sound instructional practices matters. Giving students ample time and opportunities in all classrooms to engage in authentic reading, writing and discussing should happen daily in each of our schools. Teachers should model their thinking and provide scaffolding. Students should be exposed to compelling pieces of text for them to read and write about. Teaching them how to become better readers, writers and thinkers depends upon creating a positive, collaborative environment where kids are willing to do the work.

As we focus our efforts on intentional planning and an inquiry-based approach and if we do this well, by listening to teach instead of talking to teach, students should be just as exhausted as teachers at the end of the day-- and just as brilliant! The workshop model gives teachers a way to organize instruction and assessment so that students are the ones doing the work. It ensures that whoever is doing the reading, writing and talking is doing the most learning.

The 3-day literacy institute will be rigorous and empowering. I look forward to learning and leading alongside each of you as we continue on our literacy journey to positively impact the lives of our students in @WaukeshaSchools.

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Wednesday, April 8, 2015

Changing Minds, Changing Schools, Changing Systems

This comprehensive book about literacy design for school improvement was one of the first of many literacy-laced books I am reading in order to help build my self-efficacy to become a better literacy learner and leader.

As we have developed our own literacy theory of action as a district, this book has a stand alone theory of literacy learning that was very impactful for me to read.
"IF...teachers embrace literacy as access to power and reading as emancipatory,
THEN...they possess the dispositional stances that will enable their students to become culturally competent and personally confident."

Literacy must be the very foundation for our continuous learning as as system. Literacy teaching and learning should drive our continuous improvement efforts. We can all read countless examples of schools and districts that have increased student achievement and have the data to prove it.
Significant improvement in student achievement can occur in a short time when a system focuses on a manageable combination of priorities. Fullan says, "Precision strategies focusing on collective capacity dramatically accelerates the pace and effectiveness of change."

As we have made the commitment to focusing our professional learning on literacy, what do you truly believe about literacy and literacy instruction? What actions have you taken this year that are in line with your beliefs? There is no better time than now to re-commit to this moral imperative.

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Saturday, January 3, 2015

Skilled Teachers Matter!

I just finished reading, Good to Great to Innovate, by Sharratt and Harild. How could I resist this book, as the title bears resemblance to what is still one of my favorites of all time, Good to Great, by Jim Collins.

The books' core argument has been that innovation is not just about introducing a new thought or idea but also about applying it in practice. I am going to focus my reflection on Chapter 6, the title of which I have named this blog post, skilled teachers matter.

How many times have we heard the research shows, that a high-quality teacher, is the number one factor in student achievement? Have we really stopped and thought hard about the power of this statement? Student achievement increases with great teachers who focus their relationships, their work, and their learning on the core business of student learning. It isn't a 7am-3pm job. It is a calling, a commitment, a passion, to make a difference in the lives of all students. If you are a teacher reading this, and this isn't your servant mission, do yourself and your students a favor and just step away. Some people cringe as this may sound just too harsh, but the reality is that our students need and deserve teachers working good to GREAT to INNOVATE!

Sir Ken Robinson (2013) reminds us that "no system, no school, no program is better than its teachers. They are the engine of achievement. Great teachers mentor, motivate, stimulate, provoke, engage, and empower."

As you took time to re-charge over break and spend precious time with family and friends, what did you commit to that will make you a better teacher? What did you learn, read, or do...that you will take back to your classroom and positively impact the students that come back to you on Monday? Some of those impressionable minds will be eager to learn, and some will not. In today's world, change is inevitable. So, you are either constantly learning and changing, leading the way innovating by design or you are playing catch-up and therefore so are your students.

I have seen many New Year's resolutions and New Year's commitments splashed heavy over social media this week. For all the good teachers out there, commit to being GREAT, for yourself and most importantly for our students.

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Friday, January 2, 2015

Making Thinking Visible

Everyone in the @WaukeshaSchools is using the phrase this year, "Making Thinking Visible."
Walk-through forms focus on ways our students are making their thinking visible.
What does this all mean?

I just read the book, Making Thinking Visible, by Ritchhart, Church and Morrison. With a copyright of 2011, they talk about how to promote engagement, understanding, and independence for all learners. Well who wouldn't strive for that, right? The mission addressed by this book is not only learning to think but thinking to learn. The broad goal to focus teachers' attention on the issue of developing a culture of thinking and having confidence in every learner's ability to think. We need to nurture that thinking. Making students' thinking visible becomes an ongoing component of effective teaching.

When we tell someone we are thinking, what is it we are actually doing? Questioning is a natural part of what we do as teachers. The most powerful question often asked in the most fully integrated classrooms of teachers who make thinking visible is, "What makes you say that?" Teachers remark that the wording of this question seems to strike just the right tone with people and invites them to elaborate on and clarify their ideas in a nonthreatening way. This simple yet powerful question is a perfect example of the kind of question that can facilitate and clarify the learner's own thinking.

Do you have a culture of thinking in your classroom? Is it a place where a group's collective as well as individual thinking is valued, visible, and actively promoted? Have you set up the expectation that thinking must be present on a daily basis? What does the room arrangement tell you about how students are expected to interact? What is up on the walls, and who put it there? If your room doesn't have anything on the walls, what does this communicate? When school is no longer about the quick answer but focuses on the expression of one's ideas, questions, and observations, then a new playing field is created for all students.

There are many factors that play into shaping the learning culture. Thinking expectations, routines, interactions, modeling, and the environment play a critical role in making thinking visible.
So again, I ask you, do you have a culture of thinking in your classroom?


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