Questioning the Value of Walkthroughs

A recent study found that principals spend an average of 12.7% of their time on activities to improve instruction and 5.4% of their time on classroom walk-throughs. The time was slightly higher in elementary school than in secondary schools. But what's really interesting is that the study found that classroom walk-throughs were negatively associated with student performance, as measured by standardized tests, particularly in high schools. On the other hand, the same study found that there were achievement gains when principals worked to improve the school's curriculum and/or spent time coaching teachers.

Principals reported that they used walk-throughs to "check up" on teacher performance and to be visible throughout their school. While principals saw the walk-throughs positively, their teachers found them less valuable and even intrusive.

The study published in Educational Researcher (Grissom, Loeb & Master, 2013), gathered data from the Miami-Dade County Public Schools. Observers followed principals one full school day for each of three years. Follow-up interviews with principals provided additional data. This article from Education Week summarizes the findings.

Walk-throughs are widely used in American schools as a tool for instructional improvement. But this study shows there is much to learn about their link to improvement. I'd enjoy hearing from you about the use of walk-throughs in your school. 

Intuition and Professional Learning

Great teachers and principals have an intuitive sense about both good instruction and their students. That's really valuable and important to nurturing and sustaining quality schools. But too often I've worked in schools where people want to rely solely on their intuition, or their experience, to make decisions about school improvement. Ever heard someone say "I've been teaching for 20 years and I know . . . " That's almost always an indicator that the conversation will focus on the individual and collective experience of the staff rather than on research, data and information about best practices.

In mid-January I read this blog post from the Center for Teaching Quality, What Role Do Hunches Play in Professional Learning Communities. It does an excellent job of advocating for deliberate reasoning when making school improvement decisions and challenges the idea of relying on "gut" reactions and hunches.

I hope you find this post helpful in your work as a school leader.

Instructional Coaching Tips

One of the blogs I follow is the  Culture of Coaching: Change Thinking . . . Change Practice . . . Change Schools blog at PIIC (Pennsylvania Institute for Instructional Coaching). It's funded by the Annenberg Foundation and the Pennsylvania Department of Education. The posts always make me think more deeply about instructional coaching and the way it can transform professional learning in schools.

Here are some recent posts I found helpful.

• Purpose of Instructional Coaching
• Role of Coaches and Alignment with School Vision
• Coaches and Honest Conversations

I hope you find this blog helpful as you work to improve instruction in your school.

Effective Teacher Evaluation

In virtually every state changes have occurred in the teacher evaluation system. Some are very directive. Others provide options. But in nearly every case the focus is on improving accountability for student learning and providing more explicit criteria to measure teacher performance. But changes in teacher evaluation are not the only changes. Laws are also being adopted to change the evaluation system for principals and other school leaders.

I'm always looking for helpful resources that can inform the work of principals and recently found an article on eSchoolNews that identifies six steps to effective teacher development and evaluation. Three ideas stand out from the others.

• include evidence of teaching and student learning from multiple sources
• use information to provide constructive feedback to teachers, not shame them
• adjust the system over time based on new evidence and feedback.

While principals legitimately struggle with the mandates around evaluation, it is critical that we recognize one of a principal's most important roles, to hire, nurture and retain high quality teachers. Sound evaluation systems support these efforts and include a way to recognize the incredible contributions that most teachers make to student learning.

I'd enjoy hearing from you about how you're dealing with the changing expectations about teacher evaluation.

Confronting Myths About Rigor

When Barbara Blackburn and I wrote Rigorous Schools and Classrooms we spent a lot of time talking about the challenges principals face as they work to improve the rigor of their schools. We began to talk about the myths that are associated with the concept of rigor and identified four of them that we think impact the way parents, teachers and administrators think about rigor.

• Myth #1: Lots of Homework is a Sign of Rigor - For many people this is the most prevalent indicator. Many teachers are proud of the amount of homework they expect of their students. It is often built on the idea that "more is better." Unfortunately the evidence is that "more" often means doing more low-level activities, often repetition of things done earlier. Because students learn differently it is important to vary the instruction with the student and to use homework as an opportunity to deepen understanding of what has been learned.
• Myth #2: Rigor Means Doing More - There is also a belief that students need to do more than they are currently doing. Tony Wagner of Harvard found that classrooms are often characterized by low-level, rote activity. Howard Johnston and I asked parents about rigor and found that they believe rigor is doing less but doing it more in-depth. That is often difficult for principals to reconcile when talking with teachers and other school personnel. True rigor is expecting every student to learn and perform at high levels and requires that students delve deeply into their learning, engage in critical thinking and problem solving, and be curious and imaginative.
• Myth #3: Rigor is Not For Everyone - There is a belief that if everyone is engaging in rigorous activity, it somehow lowers standards and lessens the value. There is growing recognition that all students must be provided an opportunity for a rigorous educational experience that is more than just a set of courses. It is anchored in the belief that every student can be successful if given adequate time and sufficient support.
• Myth #4: Providing Support Means Lessening Rigor - Rugged individualism characterizes the fourth myth. There is a belief that if students are provided, and accept support, it is a sign of weakness. We've found that providing support is an essential component of a rigorous school. Students are motivated to do well when they value what they are doing and when they believe they have a chance for success. When Howard and I talked with teachers and parents about their own rigorous experiences they invariably described the support they were provided.

I'd like to hear your reaction to these four myths and about your experience increasing the rigor of your school and classrooms. I look forward to hearing from you.

Effective Teacher Evaluation

In almost every state there are changes in the teacher evaluation system. Some are very directive. Others  provide districts with options. But in nearly every case the focus is on improving accountability for student learning and providing more defined criteria to measure teacher performance. But changes in teacher evaluation are not the only changes. Similar laws are being adopted to change the evaluation system for principals and other school leaders.

I'm always looking for helpful resources that can inform the work of principals and recently found an article on eSchoolNews that identifies six steps to effective teacher development and evaluation. Three ideas stand out from the others.

• include evidence of teaching and student learning from multiple sources
• use information to provide constructive feedback to teachers, not shame them
• adjust the system over time based on new evidence and feedback.

While principals legitimately struggle with the mandates around evaluation, it is critical that we recognize one of a principal's most important roles, to hire, nurture and retain high quality teachers. Sound evaluation systems support these efforts and include a way to recognize the incredible contributions that most teachers make to student learning.

I'd enjoy hearing from you about how your state or district is dealing with the changing expectations about teacher evaluation.

Instructional Rounds

Instructional rounds is adapted from the medical rounds process used in the medical schools to diagnose and identify treatment and is based on a belief that by working together educators can solve common instructional practices. It is based on the work of Dr. Richard Elmore.

Rounds is a multi-step process. First is identification of a "problem of practice," or an area of inquiry. Then a team "makes the rounds" by visiting classrooms throughout the school. The observers then debrief their observation and the data is used to identify appropriate next steps.

The South Lane School District in Cottage Grove, OR, an Oregon GEAR UP district, implemented an Instructional Rounds model. In South Lane each school selects a "problem of practice" or an area of inquiry that is their focus for the year. Visits by teams of district administrators makes the "rounds," visiting classrooms to gather information. Following the "rounds" the team meets, debriefs and provides the school's principal with advice about next steps.

The emphasis is on identifying factual patterns from the observations, not personal opinion or personal judgment. The debriefing does not identify specific teachers or classrooms but rather looks for trends across the school's classrooms.

A brief PowerPoint from the Oregon Leadership Network describes the South Lane Instructional Rounds model.

I'd enjoy hearing from you about other ways you work with your teachers to improve instruction in your school.

Using Lesson Study to Improve Instruction

Recently I was talking with Jim Boen, principal of La Pine Middle School in La Pine, OR about his school’s use of lesson study as a professional development tool. Jim discussed how interdisciplinary teams use the lesson study design as a way to focus on improving instruction and building a collaborative culture.

Lesson study, originally used by Japanese teachers, involves groups of teachers in a collaborative process designed to systematically examine their practice with the goal of becoming more effective. It emphasizes working in small groups to plan, teach, observe and critique a lesson.

A sample lesson study protocol:

• Participants should be volunteers
• Members work collaboratively to design a lesson
• One member teaches the lesson in a real classroom while other members observe
• The group discusses their observations about the lesson and student learning
• The lesson is revised and another member of the group teaches the revised lesson while other members observe
• The group reconvenes to discuss the observed lesson

The revision process may continue as long as the group believes it is necessary.

I'd enjoy hearing from you about your experience with lesson study and other strategies for working with your teachers to improve student learning.

Resources on Lesson Study:

What is Lesson Study? – Columbia University www.tc.columbia.edu/lessonstudy/lessonstudy.html

Chicago Lesson Study Group - www.lessonstudygroup.net/05lesson_study_resources.html

Expanding Leadership Capacity

One of a principal's most important roles is to nurture leadership skills among school staff. It involves creating a school with a variety of leadership roles, opportunity for inquiry and reflection, and the change to learn and develop new skills.

There are many ways to help others develop their leadership capacity. They include:

• Inviting them to work on a project outside their area of expertise;
• Asking them to help screen and interview new hires;
• Encouraging them to attend district meetings with you;
• Asking them to work with you to deal with a challenging parent or instruction issue;
• Inviting them to lead a book study group;
• Asking them to serve on the school leadership team;
• Asking them to serve as a mentor for a new teacher;
• Encouraging them to become a member of a professional organization;
• Asking them to present information to the staff after attending a conference or other professional development activity;
• Inviting them to maintain a journal and reflect on the "good," "bad," or "flawed" leaders they know and observe.

These ideas and others are discussed in Practical Suggestions for Developing Leadership Capacity (NASSP, 2009).

I'd enjoy hearing from you about how you work to expand the leadership capacity in your school. I'm always interested in practical ideas I can share with my students and other leaders with whom I work.

Adult Conversation to Improve Teaching and Learning

I've been doing a lot of work in Oregon where I work with the principals involved in the Oregon GEAR UP Program. The project includes twenty middle and high schools, primarily in rural communities. I've really enjoyed the opportunity to work in these schools and am impressed by the commitment of teachers and principals to the success of their students.

One of the things every principal is looking for is a tool that can be used to promote professional conversation among the staff and positively impact student learning. At La Pine Middle School in La Pine, OR principal Jim Boen and his staff have adapted lesson study, first used in Japanese schools. A multi-disciplinary group of teachers work together to design a lesson, teach it while other members observe, critique the lesson and make modifications based on the critique. This process has raised the level of professional discourse at the school.

There are other structural ways to promote similar conversation. They include organizing learning walks, working together to look at student work, and organizing a book study or lesson study group. Information about each of these options is available at my website (www.ronwilliamson.com/RW_Web/Inst_Leadership.html).

I'd enjoy hearing from you about your experience with these options or about other ways you use to promote conversation about improving teaching and learning.