I've been reading The Innovator's Mindset by George Couros. The book is fantastic. It goes in-depth explaining the how and why of innovation in education. It makes a compelling case for the power of innovation to improve schools. The book got me thinking about why educators need to embrace change. As I've learned from Couros, it's possible for every educator to be an innovator.
Innovation requires a willingness to look at problems with new eyes, and to see challenges as opportunities. Students are going to need skills for their future beyond the academic achievement goals that have been the overwhelming focus of the past. To help students be future ready, schools will need to help students become adaptable learners.
Schools need to help students develop leadership skills. They must be global citizens and understand how to work with people from different cultures and backgrounds. They need to solve complex problem, work in teams, communicate effectively, and have digital skills. We need to make creativity a top priority. But the only way schools will meet the demands of the changing world around us is to innovate and embrace change.
If you still aren't convinced, here are nine reasons educators should embrace change.
1. Change is inevitable. It isn't productive to resist it, because it is impossible to avoid. Change will happen. When you embrace it, you can influence the direction and outcomes of the change. Change either happens to you, or you take ownership of it. Most of us become comfortable with things the way they are, even though everything around us may be changing. The only way we can provide schooling that is relevant is to accept change and learn and grow.
2. You can make a difference. Some people resist change because they believe it won't matter anyway. But your efforts to embrace change will create better learning opportunities for students. Believe in your ability to use change to make a positive impact.
3. Growth means risk. You can't grow without risking something. We stay with what's familiar because we are comfortable with it, but that's not progress. We need to have a growth mindset. When we take this approach, we thrive on taking risks and trying things that aren't a sure thing. We want to take risks. When we fail, it's not fatal. It's just proof we are trying.
4. You can't expect to do the same thing and get different results. Most every teacher is not entirely satisfied with how students are learning. Most see problems with student motivation or engagement. Is it reasonable to think these issues will improve without changing teaching or education? Change and innovation are necessary to solve the problems we see in our schools.
5. Giving up "good" can help you find "great." As Jim Collins pointed out, good is the enemy of great. It is hard to embrace change when things are going well. My test scores are good. I'm a respected teacher. Our school is a shining star in our community. When things are going well, it's harder to see the need for change. But we should never be satisfied. We should always seek ways to improve learning for our students.
6. New opportunities are waiting. Letting go is hard. It can be very difficult to put aside the things that we find most comfortable. But when you step out of comfort zone, there is potential for incredible fulfillment and reward. We stand to gain so much for our students and for our own personal fulfillment. Innovation and change starts with a belief that there might be a better way. We have to believe these opportunities await.
7. Personal preferences can be harmful. Some people resist change because of their personal preferences. Even if they see an idea has the potential to improve things for students and learning, they may not embrace it because it makes them uncomfortable. It's not what they prefer. Educators cannot afford this mindset. You must be flexible in your state of mind and welcome any opportunity that can move education forward.
8. Your students need to see adaptability. You have the opportunity to model change and innovation for your students. When you are innovative in the classroom, students are more likely to become adaptable, innovative learners. These skills will serve them well. We can't expect students to be innovative unless educators are first willing to be innovative.
9. Leaders embrace change. Effective leaders embrace change and help others embrace change too. Whether you have a formal leadership position or not, your school needs leaders who are problem solvers and who are willing to try new things. Every person can be a leader. Your words and actions can help positive change occur in your school.
Question: How will you embrace change in your classroom or school? I want to hear from you. Leave a comment below or share on Twitter or Facebook.
Every time I hear someone talk about having a "teacher training" I cringe just a little. For some reason, it makes me think of our dog Max. He can do all sorts of tricks. Sit. Spin. Beg. Rollover. He's a smart dog. He's been trained to do his routine on command, and he's a quick learner. As much as I like Max, I don't want to associate his tricks with the development of professional educators.
I realize no one intends to relate "teacher training" to training a pet, even if the word training doesn't seem to entirely fit with the complexities of professional learning. I guess for me the word carries some baggage, some negative connotations.
Google defines training as follows:
It's kind of funny that the example provided is "in-service training for staff." That sounds like some of the worst professional development I've ever experienced.
The problem with training is it often refers to the one-size-fits-all, sit and get professional development that is known to be highly ineffective. It doesn't allow for individual differences. It makes teaching a set of rules or procedures intended to guarantee a certain outcome.
But that's not how it works. Teaching is a more of an art than a science in my book. What works for one teacher rarely works exactly the same for another.
The things that we learn in teacher training are rarely ever of enduring value. It's usually one new program or another. It won't be relevant in 10 years, or it's the latest fad but has very little personal meaning. Everyone is expected to benefit from it the same.
So instead of teacher training, let's promote teacher learning, development, growth, networking, and collaboration. Authentic learning and reflection allows teachers to take what they learn and make it their own. Successful teachers don't simply implement what they've been trained to do. They make complex decisions based on accumulated expertise and professional autonomy.
I'm not calling for a ban on professional development. Let's just end the bad PD. Sometimes it's referred to as teacher training.
Question: Does teacher training have a bad connotation for you? What do you want out of your professional learning? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.
A recent trend has been for schools to make walk throughs or mini-observations part of the instructional evaluation and growth process. But the purpose and effectiveness of various approaches differs greatly from school to school and administrator to administrator.
A recent study from the University of Pennsylvania Graduate School and American Institutes for research called into question the effectiveness of classroom observation as a means of assessing teacher effectiveness. The report indicated that students' prior academic achievement was a significant predictor of success on the evaluation, perhaps more influential than actual teaching effectiveness. The study suggests that high-stakes observation systems may be flawed.
But this post from Todd Schmidt expresses great enthusiasm for principals getting into classrooms. He describes how being in classrooms is an important way of supporting teachers. His approach involves offering help to teachers in just about any way needed. He starts with a desire to serve. His article is a must-read.
So what makes classroom visits worthwhile? A focus on growth and relationships.
I have tried a variety of things to make walk throughs better. I believe these mini-observations/classroom visits can be helpful with the right conditions. My goals are to 1) support instruction and show that learning is important by my presence in classrooms, 2) to help teachers grow stronger and feel validated in their professional skills, and 3) to fulfill evaluation necessities.
I think the greatest value in the process is the conversation that results about teaching and learning. The opportunity for a teacher and principal to work together to reflect on a lesson brings new meaning and better understanding of how instructional decisions impact the classroom. It builds a stronger relationships around teaching and learning.
So let's get to specifics. After years of reflection, practice, and reading on the topic, I've settled on the process describe below. But it's challenging to consistently fulfill these aims. Occasionally, I fail to follow-up with the face-to-face conversation or the email doesn't happen. I'm a work in progress and so is this system.
1. Make walk throughs frequent and routine. It can be very challenging to do this. The principal's job is built for distraction. The goal is to have multiple drop-in visits at various times throughout the school year to get an overall understanding of the teacher's work and how students are learning. The conversations gain depth and clarity when the teacher and the principal understand the classroom dynamics over time.
2. Avoid checklists or forms. I've used a variety of checklists and forms in the past, but I don't anymore. I don't want the teacher to focus on boxes that were or were not checked. Not every instructional strategy is going to be present in every lesson, but many teachers think it's a negative if they don't get lots of positive check marks. The forms become the focus instead of the conversation. I want both parties offering ideas into the dialogue. With forms and checklists, it feels like the principal is the only voice that matters.
3. Don't rate teachers on walk throughs. I realize there are many new evaluation systems that require the observer to rate each teacher with each visit. These systems require extensive training to have any reliability or consistency, and even when training is comprehensive, I believe they are susceptible to bias. As soon as you rate teachers, it creates a natural tendency to "look good" for the system rather than to reflect on "what's good" or how one can grow. When these ratings systems are high stakes, there is even greater pressure play a game instead of focusing on authentic improvement.
4. Talk to students about what they are learning. If it won't interrupt the teacher or the lesson, I always try to talk with students while in the classroom. It helps me really understand what is going on and how they are learning. It also demonstrates to students that I support the efforts they are making. I care about you and what you are learning.
Some questions to ask:
- What are you learning today?
- How are you learning it? What activity are you doing to learn about this?
- How will you know you've learned it?
- What do you do if you don't understand or run into a problem?
5. Don't use your electronic device in the classroom. In the past, I always took notes on my electronic device. But I think that was sometimes a distraction for me or for the teacher. The teacher might wonder what I'm typing, or I might miss something important as I type. Now, I devote all of my attention to observing and interacting with students. Then I make my notes on my electronic device right after I've left the classroom. The notes just help me remember some conversation starters for when I visit with the teacher. I use the Evernote app on my iPhone.
6. Make the visit long enough to have at least one thing to praise and one thing to polish. Some visits are very short and others last a little longer. Usually, I observe from 5-15 minutes. I want to have at least one thing to praise, or reinforce, about the lesson and one thing to suggest for improvement. Often, the suggestions are actually questions, "What ideas might you try to involve more students in the discussion?" I want to be extremely positive and make the teacher feel safe and supported.
7. Meet with the teacher briefly face-to-face to discuss the visit. Within 24 hours, I do my very best to meet with the teacher face-to-face to have a very brief conversation about the classroom visit. I present the positive feedback and then ask a question or make a suggestion for a possible improvement. I always try to remember that I am only seeing a small snapshot of a much bigger picture.
7. Follow-up with an email to affirm what was discussed during the visit. After my visit with the teacher, I send an email thanking him or her and summarizing the main points of what was discussed. I think this helps to reinforce the ideas we generated and helps to create more traction for possible improvements or adjustments. Ultimately, I want every interaction generating more excitement and passion about teaching and learning.
Note: The work of Kim Marshall has had the greatest influence on this post and my work of instructional observation and coaching.
Question: How are observations working at your school? In what ways are they helpful or not helpful? Leave a comment below or share on Facebook or Twitter. I want to hear from you!
