9 ideas for teacher growth that are more effective than performance ratings

Teacher evaluation has been a reform topic of late as policies at the state and national levels further require schools to rate teachers and even include student achievement data in evaluations. These efforts seem to be the result of the perception that there are many poor teachers who are allowed to continue in the profession with no recourse. I think this perception is greatly exaggerated, although like in any profession, there are certainly individuals who are under-performing.

As a principal, it is part of my job to evaluate teachers. And, in alignment with state requirements for this process, part of my job is to rate teachers against “research-based, proven performance targets.” Our district created a system to align to the state requirements, and I am doing my best to implement it in a way that can be as effective as possible. When it comes time to actually ‘rate’ a teacher, I explain that while the rating process is imperfect, it is an opportunity for reflection and only represents my perspective in collaboration with the teacher being evaluated.

But when I consider all of the strategies that are available for teacher growth, performance ratings are not at the top of my list. I believe there are so many other ways teachers can learn and grow. Most importantly, teachers with greater ownership of their own professional learning will seek the kind of feedback that leads to growth. In this type of environment, teachers would be empowered and inspired to achieve, and even expand, their own potential.

1. Collaboration- Teachers meet with other teachers, especially ones who teach the same curriculum to discuss student learning, plan for instruction, and review student work.

2. Classroom visits- Since becoming a principal, the opportunity to frequently visit classrooms and observe great teachers doing their work has been perhaps the most powerful learning experience I've had as an educator. We need to do more to give teachers the opportunities to visit other teacher’s classrooms.

3. Student feedback surveys- These surveys would be used to inform the teacher’s own practice and not for evaluation. Great teachers have the ability to see the classroom through students’ eyes. Surveys can be another way to inform teachers about what students’ are experiencing. This example survey is just one possibility. Ideas for surveys can be readily found online.

4. Video- Every high school football game (and other sports for that matter) is videotaped and examined for every possible opportunity to improve. And yet it is rare that teachers use video to reflect on their own teaching. I would challenge teachers to occasionally record a lesson.

5. Goal setting- When teachers set their own goals it has far greater power to impact learning than goals that are set at the building or district level.

6. Reading- We can stay current and evaluate new ideas in the profession by reading books, articles, blogs, etc.

7. Develop your PLN- Establishing a PLN (personal learning network) allows every educator to have a team of educators from whom to learn and grow. My PLN rocks and has been a source of excellent professional learning.

8. Peer Coaching- We are blessed to have instructional coaches in our building who provide feedback to teachers, facilitating the efforts of other teachers as they move towards a goal. Consulting and mentoring can also be helpful.

9. Teacher-led professional development- Instead of bringing an outside consultant to lead professional development, this method has teachers develop learning experiences for their colleagues. When possible, it’s best to offer teachers choices for the sessions most relevant to their goals.

Help wanted: Educators who give that little extra

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One of the things I look for when hiring a teacher is what extra efforts a candidate has done either in previous employment or as a preservice teacher. What did the applicant do to extend or enrich learning opportunities that he or she didn't have to do? Maybe it was volunteering to tutor, helping with a club or organization, or assisting with an athletic team, school play, or service project.

The reason this is important to me is that it shows how the individual is passionate about working with kids and not just looking for a job. To be effective, any professional has to go above and beyond in ways that aren't always rewarded in the pay check. This extra effort demonstrates a strong work ethic and a desire to contribute and leave a lasting legacy. A school is faced with many challenges day-by-day and to be successful we need team members who are willing to pitch in and pick up the slack.

Here is an illustration of the power of that extra effort. At 211° water is only hot. But at 212° water boils, and boiling water creates steam. With steam you can power a locomotive. Amazing! The extra degree makes all the difference between just hot water and a powerful force than can send a train down the tracks. Just that little extra.

Digital leadership requires setting an example

In a recent survey of our students, over 90% indicated they believed technology would be increasingly important to their future. We all know the internet isn’t going away anytime soon, and if we are paying attention, it’s easy to see more and more ways technology, and those who can use it effectively, add value to life and work.

But we still have many educators who are not recognizing the importance of using technology effectively in our schools. We need leaders to model the use of technology and find ways to use technology to support learning goals. It’s hard for us to expect students to use technology for learning if we aren’t modeling it.

I’m very proud of teachers in our building who, even when feeling less than 100% confident, have taken risks to try new things and be learners themselves. This willingness to change and to adapt is admirable.

Here are 10 ways teachers and principals can demonstrate digital leadership:

1. Set up and use Remind app to communicate with stakeholders.
2. Use S’More to create classroom or school newsletters.
3. Use technology for formative assessment.
4. Start a blog.
5. Have students demonstrate learning using a digital tool.
6. Video a lesson or provide information to parents through a screencast.
7. Try Google classroom with your students.
8. Advocate for greater access to digital tools for your students.
9. Approach your principal about developing and online course.
10. Use Twitter to share information and engage your community.
    
    

Why technology won't replace teachers

As important as I feel technology is in the classroom, I want to make very clear that I don’t believe technology can ever fully replace an effective teacher. Learning is more than content delivery. It is about a sacred relationship between teacher and student. It requires a real person to develop the nuances of relationship and develop a culture of learning in the classroom.

So technology won’t replace teachers. However, teachers who use technology will eventually replace those who don’t. Our world is becoming increasingly digital (for better or worse some might argue), so the future demands that digital tools are used now for learning experiences to help students become savvy digital citizens. Teachers who don’t embrace digital opportunities for learning will become more irrelevant with each passing day.

If you don’t feel your classroom or school is digitally relevant, it’s never too late to start even with small steps. It’s most important to acknowledge with students just how important technology will be in their future. It’s also important to be a learner yourself and show your students you want to learn. They will admire your willingness to increase your digital skills.

1:1 isn't enough to level the playing field

We often discuss technology, and specifically 1:1 initiatives, as ways to level the playing field between under-resourced students and their more affluent classmates. Certainly, wealthier students are more likely to have access to connected devices at home. But numerous studies have actually found that providing the devices is not enough to conquer the 'digital divide,' the disparities between the social classes related to technology. Studies have shown that a computer in the hands of a disadvantaged student is often used much differently than computers provided to students of privilege. Poorer students were more likely to play games and seek out entertainment online. Students of greater means spent more time reading and using the devices for homework. An interesting piece summarizing some of these findings is linked at the end of this post.

So what can be concluded from this information? Should we ignore access as an issue of educational opportunity? Absolutely not. Instead, schools should continue to strive to provide greater access to digital devices. But the true difference will happen as a result of how students are taught to use the devices. All students need to have opportunities and practice using technology for learning purposes. Students should create online, develop a positive digital footprint, write for broader audiences, connect globally, and so on. Technology will only level the playing field as students are instructed in using the devices productively.


Educational technology isn't leveling the playing field - The Hechinger Report photo credit: zappowbang via photopin cc

Is 1:1 really worth the cost?

If your school starts down a path toward 1:1, it's likely you will encounter some negative response. At the very least, there will be lots of questions since a 1:1 program has inherent risks and a number of challenges. Is it worth the cost? Won't the technology be a distraction? Will students have fewer opportunities to develop interpersonal skills? What about student privacy? Is there any evidence 1:1 will increase student achievement?

It's not hard to find reports online of schools that have struggled with their 1:1 implementation. And while the research has conflicting reports, 1:1 is no guarantee that student learning will increase.

But nearly everything worthwhile has it's challenges. If you want to grow or want your school to grow, you have to do hard stuff. All of the possible concerns with 1:1 have been overcome with proper planning and a team effort. It can be done.

We are still in the planning stages in our school and striving to move our project forward. 

Technology is a tool and will not replace the classroom teacher. In fact, for the technology to be successful a quality teacher is required.

Technology is awesome in the classroom where there is also an awesome teacher. #edtech #edchat
— David Geurin (@DavidGeurin) November 26, 2014

The cost is an investment in the future of students and opens up a whole world of possibilities for learning.

We send students home with textbooks costing hundreds but then question the value and cost associated with 1:1? #edtech #edtechchat
— David Geurin (@DavidGeurin) November 24, 2014

Pedagogy will always trump technology. Teachers must design effective learning environments. When that learning environment has technology available it creates a more authentic experience. Technology is an important way work gets done, and should be one way learning gets done.

Classrooms don’t need tech geeks who can teach; we need teaching geeks who can use tech. #edchat #edtech
— David Geurin (@DavidGeurin) November 26, 2014

Instead of fearing that a device may be a distraction, we need to embrace teaching digital citizenship and help students learn to use online tools for learning.

When students use technology for entertainment and socializing, but not for productivity and learning, that’s a problem. #EdTech #edchat
— David Geurin (@DavidGeurin) November 21, 2014

In spite of some of the challenges, I don't know of any schools in our region who have implemented 1:1 and then regretted it. In fact, the messages I've received from my PLN is enthusiastic, "We don't know how we did it before 1:1!"

How does a growth mindset fit with standards based grading?

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How can we ensure standards-based grading works together with what we know about growth mindset and the work of Carol Dweck? It seems most SBL/SBG proponents contend that classrooms should measure achievement against uniform standards of learning described in proficiency scales or some rubric that describes levels of performance. To meet the needs of diverse learners, best practice is for teachers to differentiate instruction but hold true to the same standards, or learning targets, for all learners. Regardless of where the learner is in the process, performance against the standard is still the way achievement is reported.

But growth mindset research finds that it's all about the process, that the process of effort, risk taking, accepting challenges, and achieving personal best is how we stay motivated and willing to learn. By focusing on the process, we can increase intelligence and actually grow our brains. It's amazing stuff. And incredibly effective.

But how will students respond if they have little chance of achieving the standard? For those who are below grade level and unlikely to reach the uniform target, the standard may seem unreachable and may reinforce the 'fixed' mindset. Students may view themselves as just not smart, "I'm not good at school." School becomes a constant reminder of my deficiencies. Why should I try? These students hate school and will do everything possible to avoid engaging in the process.

I like to use the example of a PE student in a weight lifting unit. An arbitrary standard might be that every student will be able to bench press the equivalent of his/her body weight and parallel squat twice his/her body weight. This is a reasonable goal for the student who comes into class with background in athletics or weight training. But for many students, this would be unreachable even with months of training and practice. Wouldn't it make more sense to have some type of growth goal that is individualized for each learner based on his/her own background, talents, and skill level?

I had a conversation about these issues with a colleague who has considerable knowledge of SBL/SBG. I explained some of my thoughts about flexible learning targets and how that might seem more congruent with growth mindset. If the teacher and student work together to set a challenging but achievable goal, wouldn't that motivate growth more than consistently scoring at the bottom level of a 4-point SBG scale? How is that really different than a D on the report card, or even an F?

I explained, "In this type of system, most students would be able, with great effort, to meet learning targets and goals and would be reinforced for their effort and progress."

"But who is going to make the decision about lessening the student expectations from the standard?" my colleague replied. I get the point. It can be a slippery slope. We've heard the concerns about the "soft bigotry of low expectations" that can happen in schools.

My ideas about flexible learning targets assume great faith in the judgment of teachers to hold students to appropriately challenging targets. I think we owe it to teachers to respect their professional judgment. Sure, implementation is more convenient when everyone is assessed against uniform standards. But it's even more convenient to grade on a 100-point scale, and we know the pitfalls inherent in this traditional system.

All the way back in 2006, when hearing Rick Stiggins speak on Assessment for Learning, he explained that most students should earn A's or B's if they are given appropriate and individualized learning goals along with timely, descriptive feedback. Since then, many schools have successfully replaced letter grades with performance levels. But have these schools created a system where growth is celebrated and reinforced?

So how do you ensure that students are held to high standards but are also rewarded for their effort and growth mindset?