National Board Makes Real Reform - John Wilson Unleashed It is no secret that I think the National Board for Professional Teaching Standards(NBPTS) is the best hope for building and sustaining a true teaching profession for the United States of America. I support the proposition that National Board Certification should be the norm for teachers, not an elite status. Can we make teaching a profession like all others? Yes, if we are willing to embrace and pay for needed changes. Last week I learned of two NBPTS partnerships that I think are game changers for teacher quality. Even better, they are game changers for student learning, and I mean for all students. Like so many teachers and advocates for teachers, I am tired of teacher quality reform being all about test scores. The NBPTS is a treasure trove of tens of thousands of videos depicting the best teachers aspiring to be certified. Something else related to the National Board is happening in Jefferson County, Alabama. These are real contributions for real reform.
Modern curation: How does it change teaching? SmartBlogs “The self is not something ready-made, but something in continuous formation through choice of action.” — John Dewey Rewind: The old way of curation In the past, curating resources was relatively easy. Teachers, known fondly to their family and friends as pack rats, filed and saved just about every piece of paper they could find. They crammed worksheets and memos into color-coded files near the back of the classroom. During my student teaching, there was a teacher who planned to retire in June. Such collections of valuable resources were not readily available at that time. Teachers were left to their own devices to find, aggregate and retain meaningful resources about their practice. While the old ways of curation still hold their value, they are far less likely to provide you with a thorough, interactive system for personalized learning. Fast forward: Modern curation Today’s curation is completely different. What does modern curation mean for teaching?
For 'Connected Educator Month,' Tips From 33 Educators We Admire Stacy BrownErin Olson, an English teacher in Iowa who is featured in our post, uses Twitter-like technology to enhance classroom discussion. Go to related 2011 article » The U.S. Department of Education has declared August Connected Educator Month, and since we’d be nothing without the teachers we’ve connected with over the years, we’re enthusiastically on board. To celebrate, we asked every educator who has written a guest post for us, been featured in a Reader Idea, or collaborated on one of our features to answer two simple questions: What is one important thing you’ve learned from someone in your Personal Learning Network (P.L.N.), however you define that network? Reading their responses, below, is a crash course in how to be a “connected educator.” So read what they have to say, follow the links to their work both within and outside The Learning Network, and, when you’re done, tell us how you’d answer those two questions yourself. Aliza Aufrichtig | Flocabulary The Year in Rap Contest
Coaching to increase teacher effectiveness The Lasting Impact of Instructional Coaching Although this article is about the coach, David Ginsburg, it is more about the word that describes what type of coach he is—an instructional coach. How teachers instruct will determine how well and how much students learn. Instruction is defined by Robert Marzano as, “It is what gets taught.” Cause-Effect Coaching David uses a “cause-effect coaching” method. The purpose is to show the teacher that the students may not be the cause of why the students are not learning. True, many kids come from a poverty-stricken and dysfunctional family, but that is not something a teacher can change or do anything about. The cause-effect concept was shown in the original work on classroom management by Jacob Kounin. David says, “School leaders and teachers must always examine how their actions or inactions may be creating barriers or creating enhancements to learning.” It’s what a teacher does that affects student learning and that is what David coaches.
Teacher Evaluation: What's Fair? What's Effective?:The Two Purposes of Teacher Evaluation November 2012 | Volume 70 | Number 3 Teacher Evaluation: What's Fair? What's Effective? Pages 14-19 Robert J. States, districts, and schools all across the United States are busy developing or implementing teacher evaluation systems. Although efforts to move quickly in designing and implementing more effective teacher evaluation systems are laudable, we need to acknowledge a crucial issue—that measuring teachers and developing teachers are different purposes with different implications. Which Is Best? Over the last year, I've asked more than 3,000 educators their opinions about these two basic purposes by presenting them with a scale that has five values. To date, educators have responded in the following way: No one selected 1, 2 percent selected 2, 20 percent selected 3, 76 percent selected 4, and 2 percent selected 5. Systems That Focus on Development Teacher evaluation systems that are designed to help teachers improve have three primary characteristics. FIGURE 1. References Good, T.
NBCTs, show us how you embody RESPECT | NBPTS Last week the U.S. Department of Education released the Blueprint for RESPECT, a comprehensive plan for transforming and elevating the teaching profession. It incorporates the seven key elements agreed upon in the “Transforming the Teaching Profession” vision statement signed at the Department's 2012 Labor-Management Collaboration Conference, which took place in Cincinnati last March. As our CEO Ron Thorpe recently shared in a series of blog posts on building a true profession, the National Board also embraces these same principles. We know this growing consensus at the national level reflects large and small efforts underway in states and districts all across the country, where NBCTs are leading the way. 1. 2. We must support the programs that prepare highly effective educators and offer high-quality and substantive curricula and clinical preparation experiences. 3. 4. 5. 6. 7.
Do school leaders take feedback from their staff? In schools, sometimes on a daily basis, there is discourse. Educators work day in and day out with each other, and there is always a chance that things will not go well. Most people believe that the principal is there to mediate between adults when things go wrong, and this is true, but what happens when the principal is the one in the wrong? Who provides principals with the feedback they need? The typical evaluation model requires a leader to evaluate the staff they lead. What if we looked at evaluation differently? What if it didn’t have to be top-down and didn’t always have to be so administrative? Feedback is vitally important to everyone. As an elementary principal, I evaluate my staff, and my superintendent evaluates me. I trust my staff. Personnel example As educators, we always learn that differentiated instruction is the best way to instruct our students. What happened next in both situations was what meant the most to me. Effective feedback should work both ways References:
ABC’s for Leaders – “A” Today’s words for leaders begin with “A.” A’s from Facebook contributors: AppreciationAllyAccessibleAffirmationAccountableAvailableAdroitAdaptiveAuthenticityAudaciousAspireAlacrity (I had to look that one up. See the entire list of A’s for leaders on Facebook. Attunement: Leadership isn’t pressuring people to tune into you. Perspective-taking lowers barriers, connects, and enhances influence. Those forced to defend their perspective can’t afford to take yours. Influence begins by taking another’s perspective. How to Attune: The research of Galinsky, Magee, and Gruenfeld suggest the more power you have the less likely you are to take another’s perspective. Those in charge are out of touchbecause they are in charge. Stop assuming you have power. The trouble with powerful leaders is they don’t take perspectives, they give them. Powerful leaders don’t rely on power. Stop using power and position as a crutch.Choose lower seats. How can leaders attune? What’s your favorite “A” for leaders? Like this:
The Bad B’s of Leadership Bad leadership feels safe like baggy jeans and broken-in sneakers. Bad leadership has a baffling capacity to walk comfortable paths while the world changes. Bold leadership, on the other hand, feels dangerous like learning to walk. Bold leadership feels like almost falling. The difference between safe and dangerous, bad and bold is: Declaring hopes. No wonder there are so many bad leaders. Bold leaders step out with UNcertainty. Bold leaders step toward the edge. From bad to be bold: Let reluctance show you who you are. What can you do that feels like you’re almost falling? More bad “B” words for leaders: Belittle.Beguile.Baby.Biased.Baggage.Boring. For a longer list of important “B’s” for leaders visit the Leadership Freak Facebook page (7/2/2013). What good or bad B’s for leaders can you suggest? Add important leadership words that begin with “C” on Facebook for tomorrow’s post. Like this: Like Loading...