Thursday Walks-What did we notice? What's next?

Thursday walks are the highlight of the week for cabinet members.  It's our opportunity to interact with students, observe the cohesiveness and systematic implementation of professional learning, and discuss district actions to support continuous school improvement at each campus.

Throughout our first round, we did collect district-wide data on the implementation of two observable instructional actions: task aligned with the target and students could describe the learning target.  This data collection was a continuation from last year and provided insight into our progress of standards-based instruction.  We were not looking for compliance, but the impact on students.  Below you will see the data after visiting most campuses this fall.

Based on 86 classroom visits, 74% of the students asked were able to describe the learning target.

Based on 93 classroom observations, 81% of the observed tasks aligned with the visible target.  Just to be clear, this data does not reflect if the target was standards-based or if the task was at the taxonomy level of the target. We were only observing that the targets were visible to students and that students were able to describe it.

How to plan for alignment? Key questions to ask when planning: What is the standard asking of students? What do they need to know and be able to do to accomplish it? How will I know students are making progress towards mastery?

Overall, across the district, we are seeing the increased cohesiveness of implementation of these strategies, as well as the use of standards-based learning targets, success criteria and students working in teams. This is exciting!  It's not easy to live out the intentions of a strategic plan, and we are seeing it happen in real life!  I have personally had conversations with a few teachers that talk about how the transformation of standards-based planning and student-centered instruction has brought joy back into teaching!  So don't give up!  If you are in the mud, productively struggling--you have support. Engage in instructional rounds, access your instructional coach, engage a peer in a look-and-learn, ask your principal for feedback, invite L4L team members to join in PLC planning and/or data analysis. No one is alone! The impact on our students will make it all worthwhile!

Our professional learning plan is a major lever in this journey to achieve our district mission and vision and it is an expectation to put the professional learning into practice.  This next round, cabinet members will be looking for the use of learning targets and success criteria and if students can explain how they use them in their learning. This is not about the perfection of implementation, but about impact. When students are clear about what they need to know and be able to do, they will be more likely able to achieve the target.  I will keep you updated on our progress as a system and look forward to our second round of Thursday walks!

"Excellence is the gradual result of always striving to do better." ~Pat Riley

What does an effect parent/family/teacher conference look/sound like?

How do we best prepare for effective student conferences with parents and guardians? 

I think about it like training for a marathon!  There is no way I could run 26 miles next weekend without some significant and intentional training over time. I would need to start my training early, monitor my progress, and work through my challenges to ensure I was ready for this event (I guarantee I may still not feel ready, however, might be more confident).  

I believe our teachers begin preparing for conferences with families through a similar process!  It starts with that first effort to develop positive relationships with parents that first day of school and foster those relationships throughout the year through notes/calls home, communications, family nights, etc...paying closer attention to those families that may take a little more time and intentional focus.  Aside from the ongoing communication,  evidence of student learning is gathered along the way. This evidence (assessment results, artifacts, student reflections, among others sources) provides parents with a picture of the students progress.   

Although this is descriptive of how many of you approach conferences, I know there are so many other ideas that might be helpful to others as well. 

 I'd like to hear more about the creative and effective ways you maximize this opportunity to achieve the desired outcome of engaging our parents/guardians as partners!

This Friday, Dr. Grover is hosting "Dr. Grover Live on Facebook".  One of our topics will be about parent/teacher conferences.  We want to get the word out to parents/guardians and families about what they can expect and how they can prepare to make this time worthwhile for all involved.  To prepare, I want to hear from the experts-YOU! 

So here is my call to action:
What makes a parent/teacher conferences effective for both the teacher and the parent/guardian?  I have linked a google form and would love to hear about your ideas and suggestions!  We will be sharing out different examples, ideas, and suggestions Friday afternoon for all audiences! Don't be shy...this is an opportunity to help our parents prepare as well!

•   Google form

Just in case you are interested, I also linked a couple of resources that might be helpful, especially for new teachers. Although an exhausting week, this small window of time with families can result in improved and collaborative relationships with parents for the benefit of the students! This makes it worth it!

• How to make the most of Parent/teacher conferences
• Conference Tip Sheet

Thank you for being present during this time with families, your planning and preparation, and for caring about all of our students! You truly are GRAND!
"If kids come to us from strong, healthy functioning families, it makes our job easier, if they do not come to us from strong, healthy, functioning families, it makes our job more important." ~Barbara Colorose

National Principal's Month

"Principals are among the hardest working, yet often least recognized individuals in education. Principals set the academic tone for their schools, and it is their vision, dedication, and determination that provide the mobilizing force for achieving student success." ~NASSP

 Our GIPS principals are committed to and focused on being instructional leaders. Since June, our campus leaders have participated in over 30 hours of the district professional learning focused on leadership and continuous school improvement, not including Summer Institute, individual professional reading, principal meetings and conferences outside of the district.  

"Today YOU lead the school, tomorrow your students lead the world"   

    

"Great teachers and principals can help to close the achievement gaps, improve student attitudes about school, and build habits of mind that can change a student's life Trajectory"~Unknown

                                        

 Please take the opportunity to say "thank you" to our campus administrators and feel free to post your appreciation through videos, pictures, and/or quotes on social media outlets throughout the month of October. 

I didn't capture all of our leaders in this blog but will be sure to tweet out our administrators in action throughout the month!

I am so blessed to have the opportunity to support this team and proud of their continued focus on growth and collaboration amongst each other to "Be Grand" for our staff and students!  Thank you campus leaders and staff for making a difference!

  

Alone we can do so little, together we can do so much!~Helen Keller