The Homework Debate

The debate about homework never seems to stop. It's one of those perennial issues faced by school leaders. Proponents of homework suggest that a reduction would reduce academic rigor. Those questioning homework challenge it's link to student learning. What's interesting is that there's evidence to support both sides of the debate. A recent study by a University of Virginia professor found no significant relationship between time spent on homework and grades but did find a relationship between homework and performance on standardized tests.

What we do know is that a survey conducted by the University of Michigan found that the amount of time spent on homework increased 51% since 1981. So, what do we know about homework? First, busy work turns students away from learning and does not impact overall student learning. Second, when homework exceeds more than 60 minutes a day in grades 3-6, 90 minutes a day in middle level and 120 minutes a night in high school, the benefits decline quickly.

One of the best sources of information about homework and how to support effective homework practices is an ASCD publication Rethinking Homework: Best Practices That Support Diverse Needs. The author, Cathy Vatterott, is a former teacher and school administrator. She provides teachers and principals with an explicit set of strategies for thoughtfully examining homework expectations and supporting homework completion. Cathy's website, www.homeworklady.com, shares many of her presentation materials and tools.

Should We Teach Values?

I found a recent article in Education Week to be more than a little provocative, but provocative in a good way. It made me think a lot about teaching, values and ethics. I teach ethics to both Master's and Doctoral students and am fascinated by how each of us develops our own unique ethical code.

Too often schools choose not to talk about morals, beliefs and values because it smacks of trying to teach students our own values. Children grow up in families but they spend significant time in schools. These experiences in school help to shape their own development, and with it, their own identity.

I'm not a proponent of prescribing a set of values. But I do recognize that through our actions we model certain values and beliefs. The way we organize our classrooms, the way we build relationships, the way we respond it times of crisis all reveal our beliefs and values. Schools are not void of values. They're just not discussed.

The article suggests three things educators can do to embrace the role of developing ethical and civic identities in students.

• First, leverage the Common Core State Standards. Use their implementation as a time to work with your community to talk about how to become engaged in their schools and support the study of global issues.
• Second, evaluate your school climate to see if it provides an environment where students feel safe, and are supported and valued.
• Finally, when designing culminating projects base them in both academic and community-service based activities. They can help nurture values like civic responsibility.

I'm really interested in how others respond to this article and to the idea of explicitly helping students develop values and beliefs in our students.

Identifying Effective Teachers

As a principal I was always interested in how to hire teachers with great promise. I recognized that new teachers become more effective with some experience. But I also noted that some teachers showed extraordinary promise in their first few weeks on the job. So, I am really interested in a recent story in Education Week about a study that examined the individual effectiveness of new mathematics and English/language arts teachers in New York City. It found that teachers who had the greatest impact on student learning in their first year on the job continued to have a positive impact. Teachers who had little impact during the first year continued to have little impact in later years. In other words, they had limited growth. "Teachers in the lowest 20 percent were still likely to be in the lowest 20 percent three to five years later." Similarly, teachers who were initially highest performing were by far the most likely to be the highest performing later in their career. The complete report is available here.

In many states it is far easier to non-renew a teacher during their first few years than later in their career. These results may tell us that, as principals, we need to be far more willing to make "tough" employment decisions during the first couple years of employment.

I'd enjoy hearing from you about the study and it's findings.

Principals and the Common Core

Early in February I spent a week working with several middle and high schools in Oregon. In every school the principal talked about adoption of the Common Core and how they were working with their teachers to be ready for the implementation. As many of you know implementing Common Core standards will change the way many schools and classrooms are organized. An emphasis on greater rigor, higher-level thinking and authentic assessments may challenge some of your teachers and may not be well understood by families.

This week I read a thoughtful eduptopia blog by Erin Powers How Will the Common Core Change What We Do. It's a really helpful summary of the anticipated changes and how to plan for their arrival.

I'd enjoy hearing from you about how your planning for implementation of the Common Core.

Building Shared Accountability

I believe shared accountability for student learning is one of the essential components of effective schools. But shared accountability doesn't just happen. It must be an integral part of a leader's thinking and planning. Accountability resides in every stakeholder---teachers, administrators, students, families and community.

In a January post I described the COMPASS model for school change that I developed with Barbara Blackburn a few years ago. One of the seven components is shared accountability. Accountability is not issuing mandates and threats to hold people "accountable." It is about energizing and motivating individuals and groups so that they embrace your school's vision and commitment to the learning of each student. Shared accountability, as well as the other six components, is described in detail in our book Rigorous Schools and Classrooms: Leading the Way.

Last week I read an Eye on Education blog about accountability. It suggested 3 steps.
School leaders need to "be in the trenches"and have regular formal and information conversations with teachers about teaching and learning.
Leaders must also protect teacher time so that teachers can work collaboratively with others.
Finally, leaders must promote a healthy balance between professional and personal responsibilities among their staff.

I hope you enjoy the blog from Eye on Education and would enjoy hearing from you about your efforts to build shared accountability.

Strengthening Professional Development

An essential part of efforts to improve your school is effective professional development. Traditionally, it has included workshops, seminars and conferences. Too often these activities didn't result in long-lasting change and had little impact on student learning.

Contemporary professional development focuses much more on job-embedded activities where teachers and school leaders work together. Things like peer-coaching, collaborative work teams, study groups, book study, action research, and mentoring can be far more effective in promoting improvement, supporting teacher leadership and changing practice.

This week I read a blog from ASCD that describes 8 steps to improved professional development. I found it helpful and want to share it with you. I hope it is useful in your continued work to improve your school.

Get Organized! Time Management for School Leaders

Principals are always looking for useful strategies to deal with the many tasks they manage. One of the leading experts on time management for school leaders is Frank Buck, author of Get Organized! As a former school principal Frank's advice is anchored in a realistic view of the responsibilities of a principal. One of the strengths of the book is the practical ideas that he presents, ideas that can immediately be implemented to strengthen your time management skills.

Frank maintains a blog that provides the most recent ideas about time management strategies. You can also find Frank's tips on Facebook, Twitter, YouTube and Pinterest. His book is available from Eye on Education.