Teacher Leader

Three Ways to Inspire Teachers

Guest post by Danny Steele, principal, Thompson Sixth Grade Center, Alabaster, AL

Teachers are hungry for inspiration. They are committed to their work and see the value in it… but it can still be draining. They want leaders who will refill their bucket. In my experience, these three strategies can go a long way toward energizing teachers:

1. Support them.Over the years, it has become clear to me that support is the number one quality that teachers desire in their administrators. (more…)

Flipped Staff Meetings: Great Advice to Give and Follow

Guest post by Paul Hermes

“You should try to make your classroom more student-centered and interactive. Don’t talk at your students so much.”
“Do you think you could integrate the concepts of the flipped classroom to optimize student learning time?”
“How much input do you give your students in choosing what, where, and how they learn?” 

As a school administrator, have you ever said something like this to a teacher? My guess would be yes, you have. And if that is true, let me ask you why then do you, as a school leader, not practice what you preach when it comes to your own staff meetings and professional learning? Look at the questions above and replace “student” with “teacher.” If your evaluator asked you these same questions, would they apply to you as the teacher of your teachers? Does the idiom “do as I say, not as I do” fit?  (more…)

Good Leadership Starts With Strong Recruiting

Guest post by Cameron Soester

Principals and assistant principals have a host of responsibilities. We deal with school safety, the learning environment, staffing needs, student discipline, and even lunch duty. In the midst of everything, there is one vital piece that I believe is often overlooked: recruiting the next wave of school leadership. We have a responsibility that extends beyond our own buildings, and that responsibility is to make sure that our entire educational system has strong leaders in the pipeline. How do we make this happen? We need to turn our attention to recruiting and developing individuals to take on leadership roles so that our work to improve schools and student learning continues long after we leave our positions. (more…)

Cultivating Strong Teacher Leaders

Guest post by Marianna Valdez and Tisha White

New Leaders has been training and supporting principals of high-need schools for more than 15 years. From this experience, we have learned that principals who achieve dramatic gains at their schools virtually never lead alone. Our most successful principals unfailingly encourage and cultivate leadership among their teachers so that the burdens and rewards of conceptualizing and carrying out instructional improvement efforts are shared.

There is growing recognition that fostering teacher leadership is key to accelerating school improvement. (more…)

The Real Problem with Teacher Evaluation

by Stuart Singer, author of The Algebra Miracle

The title of a recent post on the Principal Difference site asked “Teacher Evaluations: Are Principals reluctant to issue low ratings?” This question reflects a painful reality. Placing the responsibility for teacher evaluation squarely on the shoulders of a school’s administrative staff frequently results in inaccurate and often incomplete assessments. These shortcomings are not a reflection on the competence of the administrators. Also somewhat irrelevant is whether these appraisals are unrealistically high or low. What is critical is that teacher evaluations too often fail to reflect with precision an educator’s classroom performance.

Ironically, the solution is simple but will require a changing mindset.

The wrong people for the job

The task of running a school is full time and then some. Asking Assistant Principals to be the primary evaluators of teachers is not fair to either party. Here is a question whose answer may explain the dilemma—how many observations and/or follow up meetings have been postponed because of a school emergency? An honest answer reveals the rank of teacher evaluations on the priority lists of the vast majority of school administrators. It is not that there is a lack of appreciation of teacher evaluation. It is simply the fact that a food fight in the cafeteria requires immediate attention and that there are only so many hours even in an extended work day.

It is time for educational assessments to be the purview of professional evaluators. School districts need to hire, train and employ a cadre of carefully selected individuals, whose sole job is observing, assisting and evaluating instructional personnel. They would work in multiple schools, focusing primarily on academic areas in which they are fluent.

The advantages of such an approach would be numerous.

  • A broader viewpoint. Observing Algebra 1 teachers at five different high schools gives a vastly superior sense of overall quality than watching five in the same department who may be sharing instructional materials. As previously mentioned an additional positive of this plan would be that observers would be better equipped to understand the material being taught. This would resolve the problem faced by so many APs—evaluating staff employed in multiple departments.
  • A more impersonal analysis. School personnel whether in the administrative wing or the English hall, develop relationships, good and bad, as a result of constant interactions. People who are not affiliated with a school would avoid such complications.
  • Evaluation is job one. The typical distractions and interruptions of the AP day are eliminated when an individual’s sole responsibility is to assess educators. The finished product would reflect this singular focus.

The best way to ensure that the most productive teachers remain in the classroom is to develop assessments that determine these individuals and help them to refine and improve their skills. The employment of professionals to conduct these evaluations would be the first step in that critical growth.

Upping the Price of Teacher Absenteeism

By Stuart A. Singer, Author of The Algebra Miracle

In a recent post, Mel Riddile explained in great detail one of the primary reasons for the academic success of the students at our school—low teacher absenteeism. The conclusion of his post accurately summarized the overall plan:

“We trusted our teachers and treated them like the professionals they were. They trusted us and cared about their students and fellow teachers. They took ownership of the problem and the solution. Our teachers didn’t feel as though they needed to sneak around or feel guilty because they were absent. Many of the substitutes developed a loyalty to the school and would only sub for us. They felt wanted and appreciated. In this scenario everyone wins. We had the lowest teacher absence rate and the highest percentage of class coverage by substitutes and the best pool of quality substitute teachers in our entire school district. Most importantly, we faced a challenge together and we solved another problem by trusting each other and working together.”

The problems inherent in teacher absenteeism are obvious. It is common knowledge that any time a student misses a class it has a highly negative impact on their academic progress. A classroom without its regular teacher is the equivalent of twenty-five students losing a day of instruction multiplied by every period in that day. In addition, as Dr. Riddle points out, the costs in teacher coverage and potential additional administrative discipline issues increases the price exponentially.

The view from the classroom

In his post Dr. Riddile listed a number of important steps that resulted in lowering teacher absenteeism. But there was one that was the most important from the perspective of the classroom instructor: (more…)

Be Careful How You Imitate

By Stuart A. Singer, author of The Algebra Miracle and a forty-year veteran math teacher.

We are a culture of copycats. If a new offensive scheme works in the National Football League, one year later ten other teams are using it with wildly varying degrees of success. When ridiculously low-slung pants became fashionable, too many folks with the entirely wrong physical silhouette grabbed a pair. Madonna gave us Lady Gaga who lead to Molly Cyrus. No further explanation is necessary.

A tale of two double-blocks

Such blind imitation in math education can be equally perilous.

Mel Riddile recently sent me two articles discussing the success and failure of double-block math programs. The first told of research which demonstrated the profoundly positive effects of having ninth graders utilize two periods for the study of Algebra 1. This is, of course, no surprise to me since I have written a book documenting a decade of improved student academic performance based on the utilization of that course.

The second post was considerably more disturbing. It chronicled a school district’s implementation of a double-block sixth grade math program. The thrust of the article was that such a plan was a waste of a student’s valuable class time.

“Doubling up on math classes for a year may help middle school students in the short term, but the benefits of doing so depreciate over time—and are likely not worth the price of missing out on instruction in other subjects, according to a new study published by Stanford University’s Center for Education Policy Analysis.

“At the end of the year, students with double math scored substantially higher than their peers who took just one math class. However, a year after returning to the traditional schedule with one math class, those gains were about half as large. Two years into a regular schedule, that difference was down to about one-third of the original gain.

“And when those students reached high school, the gains all but diminished completely.”

The problem with this program (and the Stanford analysis) is that it is predicated on the notion that a single inoculation of a double-block course can fix all of a student’s difficulties in mathematics. If only it were that simple.

Some problems require long-term fixes

The mistake inherent in this sixth-grade approach is not in the formulation of the double-block class. As demonstrated by the Stanford research, the problem was in the subsequent classes. These previously low performing students were demonstrating significant gains for one year and moderately good improvement for two. But after three years back in the regular program these gains had been lost. Such a regression should not have been surprising. And sadly, it was avoidable.

A one-year double-block “Band-Aid” can be highly effective for some students but definitely not for all. Successful math achievement for at-risk students requires constant monitoring and adjustments.

Our program consisted of far more than a single ninth-grade course. It was based on careful study of statistics and teacher input. As a result of those factors a portion of the double-block Algebra 1 students did move comfortably into regular Geometry and Algebra 2 classes. However, many did not. For those individuals more time was required and a double-block Algebra 2 class was created. Several years of data collection clearly indicated the wisdom of this adjustment. In an interesting twist, a two-year Geometry program was determined to be of little value and was quickly eliminated.

The bottom line in such a discussion is this: the development of a math program requires careful consideration of adjustments at all levels. An isolated year of remediation is often inadequate for many students.

Connecting the Educational Dots

By Stuart A. Singer, Author of The Algebra Miracle

Random and contradictory thoughts can sometimes coalesce into a cogent answer. Here are a few to consider:

The breathtaking rise in student debt has led many to believe that college degrees may not be worth the time and expense.

The stubbornly high unemployment rate juxtaposed with the reality that there are also millions of unfilled jobs leads many to wonder how the two numbers can concurrently exist.

Dropout rates decline but still translate into nearly one of every four American students.

According to the U.S. Department of Education only 18% of Community College students receive an Associate’s Degree within three years. One in four (25%) of Community College students enroll in a four-year college within five years. Overall less than 15% will ever attain a diploma.

And the drumbeat goes on and on and on…

Making sense out of nonsense

While no one has found the magic potion for ensuring academic success, it is apparent that there are plenty of persistent problems in education that simply refuse to go away. It would appear that much of the problem resides in the refusal of policy-makers to look at new perspectives such as lengthening both the school day and calendar. But there are other ways to address the aforementioned concerns.

Despite some arguments to the contrary based on the available data in 2014 possessing a college diploma is of significant value. According to Labor Department statistics in December, 2013, the rate of unemployment for high school dropouts was 9.8%, those with a high school diploma 7.1%, anyone with some college 6.1% and those with at least a four-year degree 3.3%. Of course in addition to the disproportionate joblessness tremendous (and parallel) differences in average earnings exist among these groups. With all of those figures in mind there is one other very troubling pair of numbers.

In the United States the high school dropout rate is consistently at about 25% and the percentage of Americans with a college degree has ranged from 25% to 33% over the past 20 years. When taken together that leaves nearly half of all U.S. citizens somewhere in between. Unfortunately too often that large group is ignored as the two major policy goals of education continue to be lowering the dropout ra

A more realistic approach

By Stuart A. Singer, author of The Algebra Miracle

The critics of the Common Core are wrong. While the CCSS may be far from perfect, I am reminded of a quote from legendary football coach Vince Lombardi.

“If you strive for perfection you will never reach that goal but you may pass excellence along the way”.

If the emphasis on the real world outcomes found in the Common Core could be combined with changes in education to better meet the demands of employment in the 21st Century, the needs of all students could be addressed. These changes would include placing a greater emphasis for providing courses that will directly pertain to actual job descriptions. Preparing everyone for college sounds wonderful but when the numbers clearly indicate that two of every three students will never receive a degree, it suddenly seems less effective. Making the situation direr is the reality that, of those not earning a degree, two in five will not graduate from high school.

Turning academic success in a better direction will require an adjustment in attitude. The goal of earning a four-year college degree must remain an excellent outcome but it cannot be the only positive one. Currently pushing individuals to learn a real-world skill such as plumbing, construction, computer hardware and retail marketing only occurs after attaining a college degree has proven impossible. Instead these options need to be available and accepted early in high school.

Placing increased value in higher standards will potentially result in numerous positive outcomes. It will produce more individuals with viable skills upon graduation. It will also lead these students to refine those talents in far less expensive two-year community colleges. And perhaps it may also encourage many potential dropouts to remain in school.


Bad Weather is Bad News

By Stuart A. Singer, The Teacher Leader

Her one word response said it all.

I had just returned from a district math department chair meeting and was relating the angst of the County Math Coordinator. He had told us, “I am very troubled by the decline in the Algebra 1 SOL (state barrier exams) scores last year. What was particularly troubling was the fact that it was so uniformly across the board. Everyone’s were down”. The intensity of his concern indicated that this issue was being seriously discussed at levels well above his in the school hierarchy.

That afternoon I raised that question with my best Algebra 1 teacher. Her succinct answer was “snow”. The previous winter had been brutal with snow days and delayed openings piling up at an unprecedented rate. She then elaborated. “Here’s how I can quantify that answer. I always reserved the two weeks prior to the testing for review. That review is crucial for my students especially at that level. Last year I finished the curriculum on the day before the exams. The review period was gone due to the snow days and the scores suffered as a result.”

No one messes with Mother Nature

That awful winter has been replicated in 2013-14. All across the country snow and ice has played havoc with school calendars. In my old district ten days have been cancelled and more than a half-dozen have been truncated. The damage that such disruptions cause is far more than just a finite number of missed classes. One of the most important components of a successful classroom is momentum and nothing stops that more than weather problems. As an illustration due to snow and ice students at my former school had a five-day weekend followed by two days of classes followed by a four-day weekend caused by teacher workdays. After three more days of school another five day weekend followed because of the white stuff. The official count was five snow days (one of the days was a holiday) but the reality count of the losses would be more like three weeks.

The district’s response has been as follows. The President’s Day holiday in February and a teacher workday in April are now school days. Two additional days will be added to the end of the year in June. No other classes will be rescheduled. While on paper such a plan may sound bad, in the classroom it is much worse. Two school days in June (adding to the insanity is that they are a Monday and Tuesday) will do nothing to improve test scores in May. The earlier make-up days will suffer as well. They were originally parts of three-day weekends for students and many families will have planned to use them for travel, doctor appointments, etc. Absenteeism will be disproportionally higher for both students and staff.

And it is inevitable that next year someone will be asking the question as to why scores have gone down.

There are few good options

It would be nice to be able to list some suggestions that would make this dilemma disappear. Years ago (that should probably read “decades ago”) Spring Break and even Saturdays were utilized for making up snow days. Those options do not happen much anymore. Plus local school administrators have no real-time input into make-up day decisions. But there are steps that can be taken to recognize and help mitigate the problems.

Share strategies. Have teachers meet to brainstorm ways to cover the necessary material in reduced time. Often half of the solution is the mere recognition that there is a problem and the other half is to find creative ways to deal with them.

Eliminate disruptions. Any activity that will take students out of classrooms needs to be cancelled. Pep rallies, most field trips, senior pictures, etc. are now a luxury that cannot be sustained. Consider delaying the start of after-school activities to allow more time for extra help sessions. If the student body is given an explanation of why this is being done, they may be more likely to take advantage of it.

Be proactive. While this winter may be an anomaly, weather disruptions will occur in the future. School administrators need to share with district policy makers that the current system is hurting student academic performance. Do not wait until the scores are in to answer the questions as to why they dropped. Let the public know while the memory of all of those missed days is still fresh that end-of-course, AP and IB exams will all suffer when huge expanses of class time is lost and not recovered.

Less than great solutions are better than none.