In lieu of my own words this month, I’ve included a current Press Release for your information.
TeachFirst will help BCPS pilot PLCs in ten selected schools. Like many large school districts across the country and in Florida, our district is focusing on sustainable and systemic approaches to improving student learning. The sixth largest district in the country, Broward County has invited TeachFirst to help implement key elements of their Effective Schools program through TeachFirst’s Professional Learning Community (PLC) framework in six secondary and four elementary schools.
PLCs are a major initiative across the entire State of Florida, where they are a key component of the Florida Professional Development System Evaluation Protocol. Broward County has been preparing to implement PLCs, but moving from theory to practice can be challenging, and fraught with a range of instructional, institutional, and logistical obstacles.
Dr. Leontine Butler, former Assistant Superintendent for Human Resource Development and current Area Superintendent for the North Central Area of BCPS, is committed to the implementation of effective PLCs in BCPS, but believed the district central office needed support to effectively implement PLCs on a large scale. TeachFirst has been engaged to leverage the district’s resources to efficiently implement the model simultaneously across multiple schools.
TeachFirst will help Broward County’s PLCs focus on their own Effective Schools framework which includes three key sets of research-based strategies: Lawrence Lezotte’s “7 Correlates of Highly Effective Schools” Patricia Davenport and Gerald Andersons “8-Step Instructional Process” Robert Marzano, Debra Pickering, and Jane Pollock’s “9 High Yield Strategies”
PLCs will utilize TeachFirst’s video models of instruction and Instructional Conversations, which align with each of the Effective Schools strategies. The video models help teachers "see" what effective instruction looks like in real classrooms with real students, and the Instructional Conversations are discussion guides for Teacher-Leaders to use in facilitating PLC meetings.
TeachFirst will work closely with BCPS school and district leadership teams to plan, deliver, follow-up, and evaluate how effectively the PLCs increase teacher learning and transfer instructional strategies into the classroom. Once the program is up and running effectively in the 10 designated pilot schools, BCPS will consider a roll-out strategy for additional schools in the district. The TeachFirst initiative receives support from the Broward Education Foundation.
TeachFirst is the leading provider of “whole-school” based collaborative professional development to improve teaching and learning in K12 schools and districts across the country. The TeachFirst model drives sustainable results by integrating research-based instructional strategies with professional learning communities, and is supported by video models, online tools, and full time consultants.
Linda S. Whitehead
Director, Teacher Development/HRD
Tuesday, November 06, 2007
Six Steps to Induction (Continued)
Step 3: Writing The Plan
Once you have identified your team, and used the Induction Rubric to self-assess, you are almost ready to begin writing your Induction Plan. However, it is important not to begin prematurely. One question to consider after completing the self-assess is, “What did we learn about our school’s priorities and beliefs regarding staff development and induction?” After your team has had time to reflect on that question, the key to developing the Induction Plan is not in the writing, but in generating reflective conversations about the Desired State of each induction component.
The Induction Systems Planning Tool is designed to provide structure for these conversations with your team. Decide together which component to address first. You may want to make this choice based on step 2 and the discussions above. Use the guiding questions/statements within each induction component to continue the dialogue, taking the time necessary to develop a clear understanding of each expectation.
The timeline for completing your plan is your own and the Planning Tool simplifies revisions and updates. An Induction Plan is meant to be a living, changing record of a school’s continuous improvement process.
Resources available to begin planning: Your NESS School Liaison, HRD Program Facilitators, and The Induction Systems Planning Tool
Induction Planning podcast: http://www.broward.k12.fl.us/hrd/podcasts/video/2006/mp4/InductionT24.mp4
Source: Joy Rabin and Randall Deich, Program Facilitators, HRD
Once you have identified your team, and used the Induction Rubric to self-assess, you are almost ready to begin writing your Induction Plan. However, it is important not to begin prematurely. One question to consider after completing the self-assess is, “What did we learn about our school’s priorities and beliefs regarding staff development and induction?” After your team has had time to reflect on that question, the key to developing the Induction Plan is not in the writing, but in generating reflective conversations about the Desired State of each induction component.
The Induction Systems Planning Tool is designed to provide structure for these conversations with your team. Decide together which component to address first. You may want to make this choice based on step 2 and the discussions above. Use the guiding questions/statements within each induction component to continue the dialogue, taking the time necessary to develop a clear understanding of each expectation.
The timeline for completing your plan is your own and the Planning Tool simplifies revisions and updates. An Induction Plan is meant to be a living, changing record of a school’s continuous improvement process.
Resources available to begin planning: Your NESS School Liaison, HRD Program Facilitators, and The Induction Systems Planning Tool
Induction Planning podcast: http://www.broward.k12.fl.us/hrd/podcasts/video/2006/mp4/InductionT24.mp4
Source: Joy Rabin and Randall Deich, Program Facilitators, HRD
Teacher Retention
Teacher retention is critical to the long term health and success of your school. The start of the year is the best time to discuss retention strategies with your Induction Team. Here are a few retention tips to discuss:
A satisfied Educator knows clearly what is expected from him/her every day at work. Changing expectations keep Educators on edge and create unhealthy stress. There is a need for a specific framework within which teachers clearly know what is expected from them.
The quality of the supervision an Educator receives is critical to retention. It is not enough that the Instructional Coach is well-liked or a nice person. He/she has a critical role to play in retention. Anything the Instructional Coach does to make an Educator feel unvalued will contribute to turnover. Frequent complaints center on these areas: lack of clarity about expectations, lack of feedback about performance, failure to hold scheduled meetings, and failure to provide a framework within which the Educator perceives he/she can succeed.
The ability of the Educator to speak his or her mind freely within the school is another key factor in teacher retention. Does your school solicit ideas and provide an environment in which staff members are comfortable providing feedback?
The easiest issues to solve, and the ones most affecting employee retention, are tools, time and training. Educators must have the tools, time and training necessary to do his/her job well – or he/she will move to a school that provides them. Ask the W. Edwards Deming question, “What about the New Educator Support System is causing the New Educator to fail?”
Your best teachers, those you want to retain, seek frequent opportunities to learn and grow in their careers, knowledge and skill. Stagnation will occur without the opportunity to try new opportunities, attend professional development and read and discuss books. A career-oriented, valued teacher must experience growth opportunities within your organization.
Your Educators must feel rewarded, recognized and appreciated. Frequently saying thank you goes a long way. Brainstorm with your Induction Team strategies on how make thank yous even more effective.
Source: Randall Deich, Program Facilitator, HRD
A satisfied Educator knows clearly what is expected from him/her every day at work. Changing expectations keep Educators on edge and create unhealthy stress. There is a need for a specific framework within which teachers clearly know what is expected from them.
The quality of the supervision an Educator receives is critical to retention. It is not enough that the Instructional Coach is well-liked or a nice person. He/she has a critical role to play in retention. Anything the Instructional Coach does to make an Educator feel unvalued will contribute to turnover. Frequent complaints center on these areas: lack of clarity about expectations, lack of feedback about performance, failure to hold scheduled meetings, and failure to provide a framework within which the Educator perceives he/she can succeed.
The ability of the Educator to speak his or her mind freely within the school is another key factor in teacher retention. Does your school solicit ideas and provide an environment in which staff members are comfortable providing feedback?
The easiest issues to solve, and the ones most affecting employee retention, are tools, time and training. Educators must have the tools, time and training necessary to do his/her job well – or he/she will move to a school that provides them. Ask the W. Edwards Deming question, “What about the New Educator Support System is causing the New Educator to fail?”
Your best teachers, those you want to retain, seek frequent opportunities to learn and grow in their careers, knowledge and skill. Stagnation will occur without the opportunity to try new opportunities, attend professional development and read and discuss books. A career-oriented, valued teacher must experience growth opportunities within your organization.
Your Educators must feel rewarded, recognized and appreciated. Frequently saying thank you goes a long way. Brainstorm with your Induction Team strategies on how make thank yous even more effective.
Source: Randall Deich, Program Facilitator, HRD
Instructional Leadership
Strong instructional leadership has a positive impact on student learning. Instructional leaders provide focus and direction to curriculum and teaching, establish conditions that support teachers, and inspire others to reach their goals. Effective instructional leaders understand the difference between leadership and management and find time for both.
Source: http://www.thirteen.org/edonline/leadership/instructional.html
This website contains podcasts on various subjects including Instructional Leadership representing the views of teachers, principals, school board members, and mentor principals.
Source: Dr. Doug Miller, Program Facilitator, HRD
Source: http://www.thirteen.org/edonline/leadership/instructional.html
This website contains podcasts on various subjects including Instructional Leadership representing the views of teachers, principals, school board members, and mentor principals.
Source: Dr. Doug Miller, Program Facilitator, HRD
The Role of the Liaison
Experience has shown that the NESS School Liaison (NSL) is, next to Administration, the most influential leadership position in the school. Although not listed on the organizational chart in reality the NSL has an enormous influence on the culture of his/her school. The NSL for better or worse influences every new teacher hired at a site.
Luann Comes, a truly outstanding NSL, shared that since she has been the liaison she has inducted 67% of the present instructional staff at Sheridan Park Elementary. Think of it in another way Luann‘s influence will have a residual impact on Sheridan Park Elementary culture for the next three decades and beyond as those she has inducted, induct others.
As you think about the influence you have on your school’s culture, ask yourself, “How can I add value to our schools support? How can I prepare my replacement to continue the work I have already started?” If you would like additional information or clarification of your role as a NESS School Liaison, please contact your HRD, NESS Program Facilitator.
Source: Dr. Doug Miller, Program Facilitator, HRD
Luann Comes, a truly outstanding NSL, shared that since she has been the liaison she has inducted 67% of the present instructional staff at Sheridan Park Elementary. Think of it in another way Luann‘s influence will have a residual impact on Sheridan Park Elementary culture for the next three decades and beyond as those she has inducted, induct others.
As you think about the influence you have on your school’s culture, ask yourself, “How can I add value to our schools support? How can I prepare my replacement to continue the work I have already started?” If you would like additional information or clarification of your role as a NESS School Liaison, please contact your HRD, NESS Program Facilitator.
Source: Dr. Doug Miller, Program Facilitator, HRD
Induction and Retention
The single most influential school-based factor to contribute to school improvement and student achievement is the teacher (Stronge & Tucker, 2000).
Keeping good teachers should be one of the most important agenda items for any school leader. Substantial research evidence suggests that well-prepared, capable teachers have the largest impact on student learning (Darling-Hammond, 2000b; Wilson, Floden, & Ferrini-Mundy, 2001).
The hard part is keeping the teachers we prepare. Steep attrition in the first few years of teaching is a long standing problem. Unless we develop policies to stem such attrition through better preparation, assignment, working conditions, and mentor support, we cannot meet the goal of ensuring that all students have qualified teachers (Linda Darling-Hammond).
Teachers stay where they feel successful, supported, and part of a team working toward the achievement of common goals. An induction process is the best way to send a message to your teachers that you value them and want them to succeed and stay (Harry Wong, 2002).
Source: Kathleen Chapman, Program Facilitator, HRD
Keeping good teachers should be one of the most important agenda items for any school leader. Substantial research evidence suggests that well-prepared, capable teachers have the largest impact on student learning (Darling-Hammond, 2000b; Wilson, Floden, & Ferrini-Mundy, 2001).
The hard part is keeping the teachers we prepare. Steep attrition in the first few years of teaching is a long standing problem. Unless we develop policies to stem such attrition through better preparation, assignment, working conditions, and mentor support, we cannot meet the goal of ensuring that all students have qualified teachers (Linda Darling-Hammond).
Teachers stay where they feel successful, supported, and part of a team working toward the achievement of common goals. An induction process is the best way to send a message to your teachers that you value them and want them to succeed and stay (Harry Wong, 2002).
Source: Kathleen Chapman, Program Facilitator, HRD
Induction Tips
Below are some induction ideas pulled from our Induction wiki. For more details on these tips as well as other ideas related to building induction systems, go to http://hrdinduction.pbwiki.com/
The Induction Team at Cooper City High, led by NESS Liaison, Michelle Harding, has developed a self-assessment tool to be used as a starting point for creating Continuous Improvement Plans (CIPs). The tool asks the NE to rate herself in four areas of content knowledge and professional leadership. With this data in hand, the coach and NE can identify areas of potential growth and collaboratively develop appropriate CIPs.
Alexis Lindholm, NESS Liaison at Stephen Foster Elementary, involved the entire staff in identifying the needs of the school’s NESS program, using the SWOT (Strengths, Weaknesses, Opportunities, and Threats) process. The Induction Team then met to discuss the data and begin writing an Induction Plan. Although there is only one new educator at the school this year, Alexis helped the entire faculty understand the importance of the induction process as a proactive way to support the growth of all teachers on the staff.
At Sheridan Technical Center, Wendy Bromberg has several processes in place to monitor the needs of her New Educators and the effectiveness of their Instructional Coaches. Be sure to access the HRD Induction wiki to learn more about these accountability/assessment practices.
Source: Joy Rabin, Program Facilitator, HRD
The Induction Team at Cooper City High, led by NESS Liaison, Michelle Harding, has developed a self-assessment tool to be used as a starting point for creating Continuous Improvement Plans (CIPs). The tool asks the NE to rate herself in four areas of content knowledge and professional leadership. With this data in hand, the coach and NE can identify areas of potential growth and collaboratively develop appropriate CIPs.
Alexis Lindholm, NESS Liaison at Stephen Foster Elementary, involved the entire staff in identifying the needs of the school’s NESS program, using the SWOT (Strengths, Weaknesses, Opportunities, and Threats) process. The Induction Team then met to discuss the data and begin writing an Induction Plan. Although there is only one new educator at the school this year, Alexis helped the entire faculty understand the importance of the induction process as a proactive way to support the growth of all teachers on the staff.
At Sheridan Technical Center, Wendy Bromberg has several processes in place to monitor the needs of her New Educators and the effectiveness of their Instructional Coaches. Be sure to access the HRD Induction wiki to learn more about these accountability/assessment practices.
Source: Joy Rabin, Program Facilitator, HRD
KASAB (Continued)
Aspiration is a hope or desire to achieve some vision or goal. The effective Instructional Coach aspires to achieve goals on both a personal and professional level.
The personal aspirations of an effective coach are:
1. Networking with colleagues
2. Sharing experience
3. Helping a person new to the profession
4. Improving one’s own practice
5. Feeling good about making a difference.
The professional aspirations of an effective coach are:
1. Communicating effective teacher behaviors
2. Assuming a leadership role in the school
3. Increasing opportunities for students to learn
4. Enabling the client to stand on his/her own
5. Adding value to the school and district
What are your aspirations as an Instructional Coach?
Source: Dr. Doug Miller, Program Facilitator, HRD
The personal aspirations of an effective coach are:
1. Networking with colleagues
2. Sharing experience
3. Helping a person new to the profession
4. Improving one’s own practice
5. Feeling good about making a difference.
The professional aspirations of an effective coach are:
1. Communicating effective teacher behaviors
2. Assuming a leadership role in the school
3. Increasing opportunities for students to learn
4. Enabling the client to stand on his/her own
5. Adding value to the school and district
What are your aspirations as an Instructional Coach?
Source: Dr. Doug Miller, Program Facilitator, HRD
The Instructional Coach as Teacher Leader
Teachers typically define career satisfaction in terms of their ability to be of service to peers and make a difference in the lives of their students (McLaughlin & Lee, 1988). Similarly, the Instructional Coach’s beliefs are grounded in their desire to improve the quality of teaching and learning for all students.
The New Educator Support System (NESS) sees the effective Instructional Coaches as collaborative leaders "banding together" other teachers to promote the professional development and growth of their client, the New Educator.
It is the middle of October and the Effective Coach has identified his/her client’s current reality, has suggested interventions, and has measured the impact of those interventions. If your client is still struggling in the classroom it may be time to reflect and identify additional resources at your site that can help support the client’s growth. If you are not sure what resources you have available at your site that may be a topic for discussion at your next Instructional Coach meeting.
Source: Dr. Doug Miller, Program Facilitator, HRD
The New Educator Support System (NESS) sees the effective Instructional Coaches as collaborative leaders "banding together" other teachers to promote the professional development and growth of their client, the New Educator.
It is the middle of October and the Effective Coach has identified his/her client’s current reality, has suggested interventions, and has measured the impact of those interventions. If your client is still struggling in the classroom it may be time to reflect and identify additional resources at your site that can help support the client’s growth. If you are not sure what resources you have available at your site that may be a topic for discussion at your next Instructional Coach meeting.
Source: Dr. Doug Miller, Program Facilitator, HRD
Progress in Stages
Coaches understand that many beginning teachers progress in stages. The first stage focuses on practical skills and information -- where to order supplies, how to organize a classroom, where to find instructional resources, what kind of assistance the teacher association can provide, etc. During the second stage, coaches and protégés can concentrate more intently on the art and science of teaching and on polishing classroom management skills. In stage three, the focus shifts to a deeper understanding of instructional strategies and ongoing professional development that is based on the assessed needs of students. Where a new teacher enters this matrix and how long each stage lasts varies according to the knowledge, experience, and skills that a protégé brings to the job. A skillful mentor works with a protégé to determine what level of assistance to provide and when to provide it.
Source: http://www.nfie.org
Source: http://www.nfie.org
Interactive Lecture
The reason lectures have survived so long is they are a quick and cheap way of introducing large numbers of students to a particular body of information. The down side is that students only retain about 10% of the information in a lecture, even from the best of lectures. The following are some ideas to break up a lecture in smaller parts and provide students opportunities to learn the information. After a short mini-lecture, 10 to 15 minutes, “Ask the student to:1. Share their notes with a neighbor and identify the three most important facts in the lecture.
2. Ask you questions for three minutes.
3. Brainstorm ideas as a class.
4. Pick a “point of view” and defend the position.
5. Explain or demonstrate a process.
Contact your site-based support staff for additional ideas on making lectures more effective.
Podcasting 101
Podcasting offers a new “digital era” tool for capturing the minds and imaginations of teachers and learners alike.
Why are learners more likely to want to use a podcast, or any other form of technology, rather than wanting to listen to a teacher live?
Podcasting, or any other technology for that matter, is no substitute for a focused one-to-one or one-to-many learning session with a motivated and qualified teacher or coach.
Podcasting does offer an opportunity for learners with diverse learning needs and different learning styles to learn or review content using their strongest modalities. If the podcast is a video podcast, it offers the visual learner an option for review and reflection. The auditory learner can play and replay content indefinitely. The kinesthetic learner can play the time-shifted content outside of school where movement is less-restricted. Podcasts can be a boon to those working with students who have special learning or attention needs. They offer an alternative to engage the “digital learner.” HRD has a current library of Podcasts available for teachers, coaches, and professional developers at http://www.hrdpods.blogspot.com.
Why are learners more likely to want to use a podcast, or any other form of technology, rather than wanting to listen to a teacher live?
Podcasting, or any other technology for that matter, is no substitute for a focused one-to-one or one-to-many learning session with a motivated and qualified teacher or coach.
Podcasting does offer an opportunity for learners with diverse learning needs and different learning styles to learn or review content using their strongest modalities. If the podcast is a video podcast, it offers the visual learner an option for review and reflection. The auditory learner can play and replay content indefinitely. The kinesthetic learner can play the time-shifted content outside of school where movement is less-restricted. Podcasts can be a boon to those working with students who have special learning or attention needs. They offer an alternative to engage the “digital learner.” HRD has a current library of Podcasts available for teachers, coaches, and professional developers at http://www.hrdpods.blogspot.com.
Grading the Final Exams
Department of Statistics:
All grades are plotted along the normal bell curve.
Department of History:
All students get the same grade they got last year.
Department of Philosophy:
What is a grade?
Source: Internet - Profession Jokes
All grades are plotted along the normal bell curve.
Department of History:
All students get the same grade they got last year.
Department of Philosophy:
What is a grade?
Source: Internet - Profession Jokes
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