THE LEARNING PROFESSIONAL THE LEARNING FORWARD JOURNAL

PLUS STUDENT AUTHORS ON HOW TO IMPROVE TEACHING

STUDENTWHAT WE CAN LEARN BYVOICE LISTENING

Insights “I wish my TOOL: Transfer from student teacher the thinking surveys p. 24 knew …” p. 11 load to students p. 58

February 2020, Vol. 41, No. 1 THE PROFESSIONAL LEARNING ASSOCIATION LEARNING FORWARD SUMMER INSTITUTES COMING TO MINNEAPOLIS

SAVE THE DATE! JULY 1619, 2020

Joellen Frederick Kay Kerensa Stephanie Tracy Courtlandt Kendall Killion Brown Psencik Wing Hirsh Crow Butts Zoller

This year’s sessions include:

Featured keynote Foundations of E ective Coaching speaker: Joellen Killion

Michael Principals as Leaders of Learning Fullan Frederick Brown, Kay Psencik, and the 2020 National Principal of the Year, Kerensa Wing

Becoming a Learning Team Stephanie Hirsh and Tracy Crow Join us for a deep dive into topics that will Assessing Impact Joellen Killion strengthen your skills and increase your Developing Your Communicative leadership capacity. Intelligence – E ective Facilitation and Presentation Skills Kendall Zoller

Beyond Diversity: Deinstitutionalizing Racism and Eliminating Racial Achievement Disparities SUMMER Courtlandt Butts INSTITUTES Content-Based Coaching: Mathematics Minneapolis • July 16-19, 2020

Learn more at Content-Based Coaching: English/ institutes.learningforward.org Language Arts THE LEARNING PROFESSIONAL THE PROFESSIONAL LEARNING ASSOCIATION THE LEARNING FORWARD JOURNAL

FEBRUARY 2020, VOLUME 41, NO. 1 in this issue ...

VOICES 7 p. 12

5 HERE WE GO By Suzanne Bouffard What do students need? Let’s ask them. Student voice can only make a difference if we listen and follow through with action.

8 CALL TO ACTION By Tracy Crow Let’s put an end to wasted professional learning days. Forget the nachos lessons. Teachers need learning that’s relevant to their classrooms.

9 MEMBER SPOTLIGHT Reflection strategies prepare students for the future. Linda Alloju, a high school science teacher in Plano, Texas, focuses on teaching her students how to be self- reflective. RESEARCH 13

p. 11 14 RESEARCH REVIEW By Elizabeth Foster 11 WHAT I’VE LEARNED Survey sheds light A simple exercise builds on the state of coaching. bridges for change. A survey of U.S. educators on their experiences with coaching leads to Kyle Schwartz has inspired insights on how to improve coaching’s effectiveness. teachers, leaders, and young people around the world with 18 ESSENTIALS “I wish my teacher knew … .” Keeping up with hot topics.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 1 THE LEARNING PROFESSIONAL THE LEARNING FORWARD JOURNAL in this issue ...

FOCUS 19 STUDENT VOICE

p. 32

p. 28

p. 39

20 Students as education partners: 32 Learn to listen: Kentucky student team bridges Use student interviews to drive professional learning. school policy and practice. By Nicora Placa By Emanuelle Sippy and Rachel Belin Using student interviews in team meetings can A student-led coalition is working with educators develop our listening skills and our ability to to advocate for safer and healthier school climates. understand student thinking, leading to changes in instructional practice. 24 What students can tell us: Teachers benefit from student perception surveys. 36 See me for who I am: By Nasue Nishida and Holli Hanson To best serve students, equip Student perception data give teachers valuable teachers with cultural competency. information to make immediate changes to their By Endiya Griffin practice and help students collaborate in their own For teachers to do their job learning. effectively, their underlying biases must be eradicated before they 28 Learning is a two-way street: even enter the classroom. Endiya Griffin Middle school strengthens teaching by focusing on student identity. 39 What I wish my teacher knew. By Suzanne Bouffard and Liz Murray Student journalists from a Missouri high school share In Cambridge, Massachusetts, educators ask their thoughts about how teachers can help students themselves how they can learn from students about feel safe, welcome, and successful. their experiences and use that insight to refine their practice.

2 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 I SAY Joshua Dantzler IDEAS 43 TOOLS 57 Director of social media at Student Voice 44 Learning conversations: 58 Shift the thinking load to Turn reflection into a public students. dialogue on practice. By Diane P. Zimmerman and William A. Sommers Nine conversation frameworks UPDATES 63 can help educators in professional learning 64 The latest from Learning communities collaborate and build knowledge. Forward. • Board updates • New staff member • Podcast series • Academy applications • Learning Team Award • Remembering Deborah Childs-Bowen • Title IIA funding p. 48 • Annual Conference 2020 • Career Center ou can’t have 48 A different kind of book club: Choice and voice fuel learning 68 AT A GLANCE conversations about in Hawaii’s Teacher Leader Student counsel. “Y Academy. student experiences without By Sandy Cameli 69 THROUGH THE LENS Hawaii educators take of Learning Forward’s students at the table. [Educators ownership of their learning Standards for Professional through shared learning Learning. need to be] thoughtful about experiences that focus on a topic but aren’t limited to one that student experience and reading or resource. ONLINE EXCLUSIVES student engagement.” 52 Rebuild and reboot: learningforward.org/ the-learning-professional California district’s teacher- “An update from the driven approach focuses on Tour Across America’s equity. • A bold experiment: Teacher Schools,” Student By Ruben Reyes, leader program unites science Voice podcast, July Joanne Bookmyer, teams across districts. 16, 2019 Susan O’Hara, Debi Pita, www.stuvoice.org/podcasts/ and Bob Pritchard • Co-teaching as catalyst for update-from-the-tour-across- A university-district learning: Collaboration in the americas-schools partnership results in a classroom makes schoolwide professional learning support change possible. system that focuses on instruction and redefines leaders’ roles.

February 2020 | Vol. 41 No. 1 www.learningforward.org The Learning Professional 3 THE LEARNING FORWARD ACADEMY EXPERIENCE

CLASS IS FORMING NOW! TEAMS ENCOURAGED TO APPLY. APPLICATION DEADLINE MARCH 16.

The Learning Forward Academy is Learning Forward’s fl agship learning experience. With a rich history that spans 20 years, the Academy has supported the problem-based learning of teachers, teacher leaders, instructional coaches, principals, superintendents, consultants, association leaders, and others whose jobs support the learning of other adults and students. When you join the Academy, your learning journey is no longer a solo experience.

Bring your In collaboration, Study the problem, Transform your Measure and evaluate biggest challenge, clarify the authentic build knowledge practice and your your results. related to adult or problems of practice. and skills, and work organization. student learning, together to develop to the Academy solutions. coaches and other participants.

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For an online application or to learn more about the Academy and scholarship opportunities, visit www.learningforward.org/academy HERE WE GO Suzanne Bouffard

WHAT DO STUDENTS NEED? LET’S ASK THEM

onversations about students’ needs are at the center of great schools. To determine those needs, we examine performance data, observe teaching practices, synthesize research. But Chow often do we listen to the perspectives of those we aim to help — students themselves? In any other industry, it is common practice to look through the lens of end users or target audiences. Organizations regularly survey their customers, clients, or beneficiaries. This is not the norm in most schools. An eloquent Some schools do survey students about their perceptions of school climate, implement 17-year-old student-led parent-teacher conferences, and invite students to weigh in on policy changes. These approaches are encouraging. But they only make a difference if we listen to what students are graciously telling us and follow through with action. pointed to Professional learning is an essential avenue for ensuring that student voice translates into real change. With systems for reflecting and acting on student insight, we can keep student my use of the survey results from gathering virtual dust on a computer server and passionate arguments during word for and advisory period from evaporating as soon as the bell rings. In that spirit, we hope this issue of The Learning Professional is the beginning of an ongoing explained that conversation in your schools and she and her organizations, as well as our own. collaborators For this issue’s articles, we went straight to the source and asked students want to shift the to tell us what they think professional narrative to be learning leaders should know and address. We are honored to feature pieces by about educators young people from diverse locations working with and perspectives, and we invite others to students. contribute to the conversation by posting on social media or emailing us. We have also included articles by educators who are working hard to incorporate student voice and have advice to share about steps you can take in your own professional learning efforts. Plus, Kyle Schwartz tells the story of how her simple “I wish my teacher knew…” exercise went viral and sparked a global movement. If you’re like us, you may also want to hear from students — literally. Many of this issue’s articles direct you to supplemental video or audio content, which you’ll see marked with an icon. We hope they inspire you and encourage your students to speak up. Do you plan to ask your students what they wish teachers knew or suggest focus areas for professional learning? Make a video or write a blog post, and we’ll share it (with appropriate student permissions). A conversation with members of the Prichard Committee Student Voice Team had a major influence on the way I thought about this issue and our work going forward. As I talked about the Suzanne Bouffard importance of this topic for our members, I pointed out that in everything we do in education, (suzanne.bouffard@ we are ultimately working for students. An eloquent 17-year-old graciously pointed to my use of learningforward. the word for and explained that she and her collaborators want to shift the narrative to be about org) is editor of educators working with students. The Learning As you read this issue, I hope you’ll consider: How can I work with my students, not just for Professional. them, and what can I learn from them? They have a lot to teach us, and we have a lot to learn. ■

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 5 THE Advertisements: Advertisements are accepted in The LEARNING Learning Professional. The ad rate card for The Learning PROFESSIONAL Professional is at learningforward.org/rates. THE LEARNING FORWARD JOURNAL Correspondence: Business correspondence, including orders for back copies, memberships, subscriptions, and STAFF remittances for advertisements, should be sent to: Learning Executive editor: Tracy Crow Forward, 504 S. Locust St., Oxford, OH 45056. Editor: Suzanne Bouffard Telephone: 800-727-7288. Managing editor: Sue Chevalier Permissions: Learning Forward’s permission policy is Designer: Kitty Black available at learningforward.org/publications/permissions- At a Glance designer: David McCoy policy.

HOW TO GET IN TOUCH THE LEARNING PROFESSIONAL The Learning Professional is published six times a year to ISSN 2476-194X promote improvement in the quality of professional learning The Learning Professional is a benefit of membership as a means to improve student learning in K-12 schools. in Learning Forward. $89 of annual membership covers a Contributions from members and nonmembers of Learning year’s subscription to The Learning Professional. The Learning Forward are welcome. Professional is published bimonthly at the known office of publication at Learning Forward, 800 E. Campbell Road, Suite Manuscripts: Manuscripts and editorial mail should be 224, Richardson, TX 75081. Periodicals postage paid at Dallas, sent to Christy Colclasure (christy.colclasure@learningforward. TX 75260 and additional offices. Postmaster: Send address org). Learning Forward prefers to receive manuscripts by changes to The Learning Professional, 800 E. Campbell Road, email. Notes to assist authors in preparing a manuscript are Suite 224, Richardson, TX 75081. provided at learningforward.org/the-learning-professional/ © Copyright, Learning Forward, 2020. All rights reserved. write-for-us. Themes for upcoming issues of The Learning The views expressed in The Learning Professional do not Professional are available at learningforward.org/the-learning- necessarily reflect the official positions nor are products or professional/write-for-us. services being advertised endorsed by Learning Forward.

Suzanne Bouffard Tom Manning Vice president, publications Vice president, consulting management [email protected] & services THE PROFESSIONAL LEARNING ASSOCIATION [email protected] Michelle Bowman Vice president, networks & content design Nikki Mouton LEARNING FORWARD’S VISION: [email protected] Senior vice president, business Equity and excellence in teaching development, consulting, content and learning. Tracy Crow [email protected] Chief strategy officer BUSINESS OFFICE [email protected] Renee Taylor-Johnson 504 S. Locust St. Vice president, business services Oxford, OH 45056 Paul Fleming [email protected] 513-523-6029, 800-727-7288 Senior vice president, states and standards Joellen Killion Fax: 513-523-0638 [email protected] Senior advisor [email protected] [email protected] www.learningforward.org Elizabeth Foster Vice president, research & standards LEARNING FORWARD STAFF [email protected] BOARD OF TRUSTEES Denise Glyn Borders Steve Cardwell, president Carrie Freundlich President/CEO Vice president, conference operations, Wendy Robinson, president-elect [email protected] program management Leigh Wall, past president [email protected] Frederick Brown Linda Chen Chief learning officer/deputy Melinda George [email protected] Mark Elgart Chief policy officer Segun Eubanks Anthony Armstrong [email protected] Vice president, marketing, Shawn Joseph Michael Lanham membership, communications Sue Sarber [email protected] COO/CFO [email protected] Ash Vasudeva

6 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 INSPIRE.V EXPRESS.OIC ADVOCATE. ES

I wish my teacher knew ... yle Schwartz was a first-year teacher when she began a simple exercise Kthat eventually sparked a global movement. She handed out sticky notes and asked each student to complete the following sentence: “I wish my teacher knew … .” The exercise gave her insight and connections with her students. She posted about it on Twitter one evening in 2015, and since then, her work has inspired teachers, leaders, and young people around the world.

— “A simple exercise builds bridges for change,”

p. 11

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 7 CALL TO ACTION Tracy Crow

LET’S PUT AN END TO WASTED PROFESSIONAL LEARNING DAYS

recently heard about a troubling professional learning experience from one of the teachers I spoke with at Learning Forward’s Annual Conference in St. Louis last December. He had just Ispent a district professional development day learning to teach high schoolers how to make a tray of nachos. Yes, you read that correctly. While his colleagues who teach core subjects like math and reading spent the day in content- We can only oriented team learning, every “leftover” teacher from grades K-12 — music, physical education, demand better health, business, and others — focused on nachos. The district staff leading the activity didn’t connect the exercise to any stated outcomes, and this teacher knew his district had wasted a professional precious opportunity. learning when Why does this sort of thing happen? And more importantly, what can we do about it? Such wasted learning days happen for a range of reasons. Two that we see most commonly we know what it may have been at play in this teacher’s district: a lack of district vision and no meaningful entails. educator input. Lack of district vision for professional learning. When a professional learning system is aligned with a districtwide vision for teaching and learning, educators’ learning is relevant to their classrooms. However, not all districts have a clear vision, ot they write an impressive vision statement but fail to ensure that all educators know or understand it. Others fail to extend it to connect their vision to existing professional learning structures. No meaningful educator input on their learning. Many districts have recognized the value of offering educators voice and choice in their learning, which can help ensure relevance, buy-in, and reciprocal learning. But when educators don’t have input, they may believe there’s no point in demanding better than nachos, especially when wasted learning days have been the norm and shaped educators’ understanding of what professional development is. What can we do to change these patterns? Leadership and vision are critical elements, starting with two things all leaders and advocates can do: increase awareness and elevate educator voice. Increase awareness about how to best use professional learning time. Because Learning Forward has been working on this challenge for decades, we know that often a limited number of educators in a system have the authority or resources to drive the design of professional learning. But it is up to all of us, regardless of our role, to spread the word about what high-quality professional learning is to colleagues both within and outside our districts and organizations. We can only demand better professional learning when we know what it entails. Elevate educator voice and student data. School and district leaders who prioritize adult learning create cultures where teachers and other educators are safe to speak up for their needs Tracy Crow is chief and where even students, as we discuss throughout this issue of The Learning Professional, have a strategy officer at say in the support their teachers need. Learning Forward. Continued on p. 10

8 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 MEMBER SPOTLIGHT Linda Alloju

REFLECTION STRATEGIES PREPARE STUDENTS FOR THE FUTURE

Current role: Science teacher at Plano West High School in Plano, Texas.

Originally from: Round Rock, Texas.

Years teaching: 14.

Subjects taught: Biology, chemistry, environmental science, environmental systems, anatomy and physiology, earth and space science.

Other responsibilities: District curriculum writer, new teacher mentor.

Current professional focus: Helping my students become future-ready. They are so smart, but they don’t yet have the skills At the end of the to show their worth and succeed semester, I have in the world, like presenting out loud or navigating tricky them reflect situations. So while I’m teaching on what works them science, I focus on teaching them how to study and be self- and doesn’t reflective and on other life skills work for their like communication. I didn’t learn those things learning, and I when I went to high school and also ask what college. When I went to college, I did what I had always done — memorize the material — and I I can do and cried when I got a 35 on my first test. And I thought, “How come none of my teachers prepared me for this?” what they can do themselves Why she emphasizes reflection:You have to reflect on yourself to make yourself better. But I find that a lot of science teachers don’t do that kind of work with their students. After my to help them students take a test, we analyze the test results together. We don’t just go over which answers improve. are correct. We also talk about why they missed the questions they did. Did they misread the question, get overwhelmed by it, or something else? Then we talk about different strategies for comprehension and studying, and I ask them to reflect on what they will do differently next time. At the end of the semester, I have them reflect on what works and doesn’t work for their learning, and I also ask what I can do and what they can do themselves to help them improve. I can’t help them improve if I am not reflecting on my practices based on their needs.

How she’s helping other teachers learn from her experience: I shared some of these reflection strategies with a colleague at my school, then it started to spread. So I decided to apply to present about it at a district professional learning meeting. It really resonated, and not just with high school teachers. A lot of middle school teachers came to my session, and nine out of 10 of them said, “We should start doing this now, in middle school.” Now I’m applying to present at a national biology teachers conference about it.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 9 WHAT I'VE LEARNED / Linda Alloju

Why and how she’s learning to I want to be engaged in a go on time. Because of some severe write curriculum: Plano ISD has a conversation, or discuss weather, a lot of flights were delayed, standard curriculum across the district and it caused a lot of stress. that is written by teachers. The goal a “what would you do?” I tell the students how I needed is to make sure that all students are scenario, so I can learn about to be flexible, but also how I needed learning the same content, although to figure out what was needed and fill teachers may teach it in slightly the how. that need without waiting to be asked. different ways. I also tell them about how important it Any teacher can attend a see what they are preparing students is to communicate well and respectfully curriculum design institute the district for. Through that program, I found with people, even when people are holds and then apply to be a curriculum out about all the amazing resources complaining a lot or being difficult. I writer. If you’re selected, you receive Learning Forward offers and decided explained that you have to decide how training and support and you write the to apply for the externship. I ended up you’re going to react when people say curriculum together over the summer. getting to help with the 2019 Summer all kinds of things to you. The district then provides professional Institute in Boston. learning to roll out the changes to Her best and worst professional teachers. What she and her students learning experiences: The worst are I decided to be part of the learned from the externship: The workshops that tell and don’t show curriculum writing program because students who were applying for and that focus exclusively on why to do I have so many ideas I want to share. internships had to do the same something without explaining how. So Working with a district team allows me application process that I was doing much of the time, a presenter is reading and the other writers to reach as many for the externship, so I shared with from a PowerPoint slide with super students as possible, not just those in them how I did my resume, helped small letters. our own classrooms. them prepare for interviews, and used I want to be engaged in a strategies like small-group discussions conversation, or discuss a “what would How she got involved with and presentations during class and you do?” scenario, so I can learn Learning Forward: Learning Forward explained why it’s important to be able about the how. The Learning Forward participates in Plano ISD’s externship to do those things. Summer Institute was my favorite program for teachers. The city has Since the externship, I have been experience — honestly! — because a very successful and competitive sprinkling stories and examples during I had so many deep, meaningful internship program for students, class. For example, I talk about how conversations with people I wouldn’t and they built on that to develop it’s important to find a need and have met otherwise. I got so many ideas something similar for teachers so they fill it. During the institute, one of of things I would like to try. ■ could see what it’s like to work in an my responsibilities was making sure environment other than school and presenters got where they needed to

CALL TO ACTION / Tracy Crow

Continued from p. 8 We will also continue our educator is an advocate for his or her But offering voice and choice is not learning and the learning of his or her enough. Educators need the knowledge, campaign to ensure every peers. skills, and tools to understand and use educator is an advocate for The teacher I spoke with at the data — student, educator, school, and conference clearly knew he deserved his or her learning and the district data — to plan their learning. more and that his learning is a priority. Leaders must intentionally support learning of his or her peers. We thank him and all of you for taking educators to build those skills and steps each day to abolish practices resources. Professional, our Annual Conference, that waste time, money, and most Our responsibility as the and many other outlets to support importantly, educators’ valuable membership association for professional leaders of learning to expand their energy. ■ learning means Learning Forward expertise and influence. We will also will continue to use The Learning continue our campaign to ensure every

10 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 WHAT I’VE LEARNED Kyle Schwartz

A SIMPLE EXERCISE BUILDS BRIDGES FOR CHANGE

When Kyle Schwartz was a first-year teacher at Doull Elementary School in Denver, Colorado, she sensed a disconnect TED TALK with her students. So in the middle of the year, she engaged http://www. tedxkyoto. them in a simple exercise: She handed out sticky notes and asked com/en/events/ each student to complete the following sentence: “I wish my tedxkyoto-2016/ teacher knew … .” Then she asked them to fold up their papers what-kids-wish- and hand them in. their-teachers-knew-kyle- Teachers tell Schwartz hoped the exercise would give her insight and build schwartz-tedxkyoto connections to improve her relationships with students, and it me that the did. But she didn’t expect it to spark a global movement and make her a well-known author and book has helped speaker, which is what happened when she posted about it on Twitter one evening in 2015. introduce Since then, her work has inspired teachers, leaders, and young people around the world. Her first book, I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids, has language about sold over 60,000 copies. Her new book is I Wish for Change: Unleashing the Power of Kids to Make a regulation and Difference. Learning Forward’s Suzanne Bouffard recently spoke with her about the movement she started and why student perspectives are important for educator learning . dysregulation, and about How did the “I wish my teacher knew” movement start? trauma, so Q there is a shift A: The roots of the movement are very humble and genuine. I did the exercise with my students for three years before I told anyone about it. One night, I found one of the notes away from crumpled up, and I reread it. It said, “I wish my teacher knew that I don’t have pencils at home calling students to do my homework.” I remembered how that note disrespectful, had struck me and changed for example, my perspective about the student. and toward I saw something worth understanding sharing in that note, so I took why they’re a picture and uploaded it to Twitter. Other teachers saw it behaving the and right away they said, “I’m way they are. going to do this in my class.” I thought maybe five people would try it. I’m astounded Schwartz’s book has sparked conversations about teachers’ and at how far it has gone. I get administrators’ assumptions about students. messages from people all over the world. I have gotten notes in Japanese and German and Arabic and Urdu.

Q: The exercise, and your book, have become a form of professional learning, even though you didn’t originally intend for that. How are educators using this and learning from it? A: I have heard from schools that are using it for a book study, to spark conversations and reflections about teachers’ and administrators’ assumptions about students. I have even heard from some districts, including one in Alabama and one in Utah, where all staff in the district were asked to read it.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 11 WHAT I'VE LEARNED / Kyle Schwartz

And, of course, many teachers are going on. I have 29 kids in a class and using the exercise in their classrooms no paraprofessionals, and not enough and learning about their students planning time. Now, they want us to and their practice from it. The really rewrite the curriculum.” Professional interesting thing is how kids have learning has to acknowledge the taken it on. Some of them have realities of teaching. A technique or anonymously sent my TED Talk to Many teachers now use this exercise in their practice isn’t a “best practice” if it classrooms. their teacher or done a feature on the can’t exist in a human classroom. exercise in the school newspaper. And we need our leaders I’ve also heard from some brave spent a year teaching with a mentor in and policies to support us in this teachers who have modified the exercise a high-needs classroom, and my mentor relationship work. There is such a thing to be “I wish my principal knew …” was my professional learning about as secondary trauma, which many of or “I wish my superintendent knew relationship building. But if that had us teachers experience when we are … .” A university administrator told been more of a focus in my program, working with and connecting with me that he did “I wish my boss knew I would have started in my own students who have experienced trauma. … .” One of his longtime subordinates classroom more prepared than I was. It can be stressful and exhausting. And wrote, “I wish my boss knew that my I’m so encouraged by how many when people talk about the teacher self- child is chronically ill.” The boss had university students have reached out care movement, I say, “Yes, and … .” been working with him for years and to me and told me they are using and Sometimes hearing from nonteachers never knew, and he immediately told discussing the exercise. It’s become that I just need to engage in self-care the employee he wished he had known part of the conversation. I’m hoping makes me feel patronized, or like it’s so he could support him. The message there is a shift in education, because the putting all the burden on teachers. people are sending their bosses is “If daily work of teaching is relationship Teachers need to engage in self-care you only knew more about us, you building, but that hasn’t been credited just as anyone else, but we also need could be a better leader for us.” as a skill set to develop. You have to a reasonable workload and support in It is a different type of professional learn how to form these relationships, the classroom. Teachers need access learning from what we often see, and and that work is just as valuable as to mental health care and a fair salary. I really applaud the schools that are everything else we do. And they need to be evaluated on the doing this and having the difficult whole picture of what they’re doing in conversations it brings up. I’m honored Q: Why do you think the “I wish my classrooms, not just on certain skills. by that. Teachers tell me it has given teacher knew” exercise has resonated We need substantial structural change them the information to connect with so strongly? and support. We can’t self-care our way and help students they have been A: Everybody wants to be known. out of the stresses we face. struggling to reach. The exercise really gets at the heart of But I think the biggest shift is creating relationships and building Q: How does your new book, I Wish that it’s creating a shared language in connections. for Change, build on the movement? schools. Teachers tell me that the book When I started doing speeches, A: The next step, after creating has helped introduce language about I was surprised that people were connections with kids, is empowering regulation and dysregulation, and exploding to tell me about their own them. I Wish for Change is about about trauma, so there is a shift away experiences in school when they were helping kids find what they are from calling students disrespectful, for young. One time, a woman jumped passionate about and make a difference example, and toward understanding into an elevator with me to tell me in the world. How can they affect their why they’re behaving the way they are. about her own experience losing her community in a positive way? That’s a mother as a child and how her family need we all have, and it is grounded in Q: How is the book having an impact told her never to let people at school our need for belonging. on preservice teacher preparation? know. She said she wishes a teacher had When kids don’t feel like they A: The book is on a lot of college done the exercise with her. belong, they pour their energy into syllabuses for preservice teachers. I’m A lot of times, this need for ending their own isolation, sometimes really encouraged by that. Nine years relationships and connections isn’t not in positive ways. We have to help ago, I went through an amazing, honored in professional learning. I them see that they are agents of change. rigorous teacher education program, remember a professional development I often tell my students: “You are not but relationships, connection, and workshop on math that I went to, and at here so you can make money in a trauma were words that were hardly lunchtime, teachers were saying, “I can’t decade. You are here so you can make a used in our course work. Fortunately, I get to this stuff because there’s so much difference now.” ■

12 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 REXAMINE. STUDY.E UNDERSTAND.SEARCH

FREQUENCY OF TEACHER MEETINGS WITH COACHES, BY VALUATION OF COACHING 100% 4% 5% 3%

20% 80% 32% 46% 43% 61% 8%

60% 10% ] 18%

17% 13% 40% ] 14%

14% 16%

20% 13% 37% 23%

10% 0 All teachers Teachers who found Teachers who did not find coaching valuable coaching valuable

l Daily l Weekly l Biweekly l Monthly l Quarterly l Other

MORE COACHING, MORE IMPACT recent survey by Learning Forward and Digital Promise found that, although 61% of teachers who Afind coaching valuable have at least biweekly meetings with their coaches, only 46% of teachers meet with their coaches that frequently. On average, teachers who spend more time with their coach rate their coaching as very or highly valuable. Source: Van Ostrand, K., Seylar, J., & Luke, C. (2020). Prevalence of coaching and approaches to supporting coaching in education. Washington, DC: Digital Promise.

READ MORE about the study on p. 14

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 13 RESEARCH REVIEW Elizabeth Foster

SURVEY SHEDS LIGHT ON THE STATE OF COACHING

oaching is a popular and promising form of professional learning, with research evidence of its effectiveness for teachers and students (Kraft, Blazar, & Hogan, 2018). Surprisingly Clittle is known, however, about the current landscape of coaching. To close this knowledge gap, Learning Forward recently partnered with Digital Promise to survey more than 1,000 U.S. educators about their experiences with coaching. We aimed to learn more about the prevalence of coaching, financial and logistical support, and perceptions of its value. This information can provide a useful benchmark for coaching investments, against which we can plan and measure the outcomes of our ongoing advocacy and capacity- building efforts with districts and states. Collaborating with Digital Promise, which works to build equity, access, and quality of learning opportunities to people at all life stages, helped us reach a national network of coaches, educators, and administrators committed to professional learning. The report from the project, Prevalence of Coaching and Approaches to Supporting Coaching in Education (Van Ostrand, Seylar, & Luke, 2020), was released last month.

METHOD Digital Promise and Learning Forward collaborated to design an online survey using validated questions from the Digital Promise Dynamic Learning Project, an effort to build the Elizabeth Foster capacity of school-based coaches, especially in helping teachers incorporate technology into their (elizabeth.foster@ teaching. The survey link was emailed to educators and education leaders last October, and 1,246 learningforward. participants representing all 50 U.S. states responded. org) is vice Overall, 83% of respondents reported being engaged in coaching in a school or district, either president, research in a coaching capacity or as a coachee. The remaining respondents were not engaged in coaching & standards at and therefore not included in subsequent analyses. Learning Forward. The majority of respondents in the analysis are coaches, followed by administrators, In each issue of educators, and “other,” which included curriculum coordinators, instructional specialists, and The Learning special education support staff. Professional, The majority of respondents are female, have more than 15 years of experience in K-12 Foster explores education, and are distributed fairly evenly across grade levels K-12. Slightly more serve in school- recent research to based roles (55.1%) than district-based roles (44.9%). help practitioners understand the WHO HAS ACCESS TO COACHING? impact of particular All survey respondents reported on the demographic composition of their school sites. professional More than two-thirds of the respondents are from schools or districts with more than 40% of learning practices students qualifying for free and reduced-price lunch, perhaps because they access Title I dollars on student for coaching support. Consistent with prior research on coaching prevalence, as reported in outcomes. the December 2019 issue of The Learning Professional, more respondents worked in suburban

14 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 and urban schools than rural schools coaches. Overall, teachers who spend (Learning Forward, 2019). ADDITIONAL COACHING more time with their coach are more RESOURCES FROM likely to rate the coaching as valuable. COACHES’ WORKLOADS LEARNING FORWARD For example, of those who found Responses about the number of • Coaching Matters, by Joellen coaching valuable, 43% reported roles and the number of educators Killion, Cindy Harrison, Chris working with their coaches weekly supported indicate a full workload for Bryan, and Heather Clifton. while only 13% reported quarterly coaches. Many coaches reported serving Available at learningforward. meetings with their coaches. in other roles in addition to their role as org/store or order by phone However, there is a troubling a coach: 40% of school-based coaches at 800-727-7288. disconnect between these findings are also classroom teachers, as are 17% • Taking the Lead, by Joellen and those reported above that show of district-based respondents. Nearly Killion and Cindy Harrison. fewer than half of teachers meet with half of school-based coaches serve more Available at learningforward. their coaches at least biweekly and the than 16 teachers at one time, while org/store or order by phone majority spend less than 30 minutes per 65% of district-based coaches serve at 800-727-7288. session with their coach. This calls into more than 16 teachers concurrently. • Coaching for Impact. question whether coaching is receiving Available at learningforward. enough support and investment to FREQUENCY AND DURATION org/wp-content/ make meaningful changes in teacher More than half of teachers (55%) uploads/2017/08/coaching- practice and student achievement. reported that they spend less than for-impact.pdf. Furthermore, Learning Forward 30 minutes per session with their • December 2019 issue of and others have found that meaningful coaches; 40% spend 30 to 60 minutes The Learning Professional and engaging professional learning per session, with the remaining 5% on coaching. Available at experiences can help support educator spending more than 60 minutes per learningforward.org/journal/ job satisfaction, particularly when session. This finding is concerning, coaching. those experiences support collegiality, given that the Implementation reflection, and collaboration (Learning standard of Learning Forward’s Forward, 2012), as reflected in the Standards for Professional Learning funding for professional learning. The Learning Communities standard and states that professional learning must Resources standard in the Standards the Learning Designs standard. be of significant duration to have a for Professional Learning outlines why But if coaching experiences are meaningful impact. consistent and meaningful investment not frequent and sustained, it may in funding, human capital, and other be difficult for them to meet these FUNDING areas is essential to high-quality standards and therefore have a positive The survey results reveal that professional learning. impact on teachers’ job satisfaction, funding consistency is a challenge. well-being, and retention. Among respondents, fewer than half SATISFACTION WITH COACHING of coaches are funded at consistent More than three-quarters of COACHES’ PROFESSIONAL rates: Only 43% of district-based educator respondents find coaching LEARNING administrators reported that coaches valuable, ranging from somewhat to Almost 80% of coaches say their are funded multiyear, and 37% percent highly valuable. A similar percentage of professional development is either of school-based administrators said the educator respondents find coaching to very effective or somewhat effective. same of their coaches. have a positive impact on their practice. However, the survey question did not While this is not a surprise, However, for teachers, levels of give a definition of “effective,” leaving documenting such hurdles is important satisfaction varied according to how it up to respondents’ interpretations. as we advocate for more sustained much time teachers spend with their Encouragingly, more than three-

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 15 RESEARCH REVIEW / Elizabeth Foster

quarters of district-based administrators continuity from year to year, and REFERENCES and school-based administrators federal and state funds dedicated Kraft, M.A., Blazar, D., & reported that professional learning for specifically to coaching could Hogan, D. (2018). The effect of coaches is multiyear and tailored to make implementing this high- teacher coaching on instruction and coaches’ needs. impact professional learning achievement: A meta-analysis of the easier to sustain. causal evidence. Review of Educational RECOMMENDATIONS Overall, the results present a mixed Research, 88(4), 547-588. The report makes several picture of how well respondents’ Learning Forward. (2012). recommendations for coaching efforts coaching experiences align with the Build higher levels of job satisfaction moving forward, including three Standards for Professional Learning. with professional learning. Available that are particularly relevant for The There are reasons to be hopeful at learningforward.org/wp-content/ Learning Professional’s audience: about the prevalence and impact of uploads/2012/05/build-higher-levels- 1. Teachers should have frequent coaching. But there is also room for of-job-satisfaction-presentation.pdf. and consistent time with their improvement, particularly when it Learning Forward. (2019, coaches. comes to making the investments December). Instructional coaching by 2. Principals and district necessary to ensure coaching is the numbers. The Learning Professional, administrators should monitor meaningful and effective. 40(6), 84. coach workload and protect We at Learning Forward are Van Ostrand, K., Seylar, J., & their time to be in classrooms continuing to work toward ensuring Luke, C. (2020). Prevalence of coaching and reflective time with teachers those resources — financial, logistical, and approaches to supporting coaching so they can have the greatest human, and other — are available to all in education. Washington, DC: Digital impact. coaches and teachers, and we applaud Promise. ■ 3. Long-term investments in all of you who are doing the same. coaching could help maintain

Instructional Coaches Academy

E ective coaches impact student outcomes Give your coaches the skills Learning Forward’s Instructional Coaches Academy provides comprehensive they need to excel. learning and ongoing guidance for coaches and the leaders who support For more information, visit them. We give coaches the knowledge and skills they need to support great consulting.learningforward.org teaching and learning. or contact Tom Manning at [email protected]. Develop your coaches by developing skills in: • Building relationships • Leading data-driven conversations • Leading professional learning • Conducting classroom observations • Coaching individuals and teams • Applying a cycle of continuous improvement

16 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Professional Learning Planning

Set a systemwide vision for professional learning

Learning Forward supports districts to develop We start with the essential a systemwide vision for professional learning components of a professional that impacts educator practice and student learning plan and work with you achievement. to identify your key focus areas Build the guiding document for professional and customize your plan. learning in your system, and secure buy-in from For more information, visit stakeholders. Outline an agreed-upon vision, consulting.learningforward.org mission, and goals for professional learning or contact Tom Manning at related to four critical areas: [email protected]. • Content and pedagogy; • Coherence and relevance; • Measurement and impact; and • Professional learning culture. ESSENTIALS

Plus conducted focus groups with ReadWriteThink, and Share My 72% MORE PHONICS black and Latino teachers as well as Lesson) to assess their level of INSTRUCTION case studies in schools and districts quality. The New York City Department that are making intentional efforts to Reviewers of over 300 materials of Education released the second- recruit and retain teachers of color. rated most of them as low quality, year evaluation of Universal Literacy, Five key themes emerged about including 64% that were rated as an initiative to boost K-2 reading factors driving attrition: experiencing “should not be used” or “probably proficiency by deploying trained an antagonistic school culture, not worth using.” Across all three reading coaches. (An article about feeling undervalued, being deprived sites, most materials were rated 0 or the initiative’s Digital Daily Coaching of agency and autonomy, navigating 1 on a quality scale from 0 to 3. Log appeared in the December 2019 unfavorable working conditions, The report’s authors concluded issue of The Learning Professional.) and bearing the high cost of being a that teachers and school leaders In the 14 New York City districts teacher of color. The report includes need more information about the that participated, 236 reading recommended actions for schools materials they are selecting. That coaches worked with more than and districts. information, they suggest, “could 3,000 teachers. Coaches spent about bit.ly/39M0Ol1 inform an array of subsequent 45% of their time with teachers strategies for improvement, from in classrooms and about 25% in offering teachers training in how planning, professional learning, and 35 STATES’ TEACHER to identify high-quality materials other forms of preparation. Teachers LEADERSHIP POLICIES to publishing a list of curated who participated reported that they According to a new report from supplemental resources and changed their practices as a result the National Council on Teacher addressing shortcomings and gaps in of the coaching: About 72% said Quality, 35 U.S. states now have their core curriculum.” they incorporated more phonics and formal teacher leadership policies. bit.ly/39JevBs phonemic awareness to a moderate Such state policies can allow districts or great extent, and more than to allocate funds to these programs, 60% said they incorporated more which usually allow teachers to take #1 in trusted leadership fluency instruction and vocabulary on increasing responsibility and School principals are the most instruction. career status while also continuing trusted category of leaders in the High percentages of teachers, to teach. However, only 21 of those U.S., according to a study by the coaches, and administrators reported states’ policies give teacher leaders Pew Research Center. A survey of that the coaching developed extra compensation or incentives. more than 10,000 adults found teachers’ knowledge of content, Some states allocate specific funds that Americans have more positive effective instruction, awareness for these purposes, while others perceptions of school leaders than of resources for instruction, and simply encourage them. In other of police officers, military leaders, approaches to assessment to a states, funding decisions may be left religious leaders, journalists, leaders moderate or great extent. to district discretion. of technology companies, local bit.ly/36uaXB1 bit.ly/2FrYXE5 elected officials, and members of Congress. They rated principals as more caring and fair than other 19% ATTRITION AMONG 64% OF SUPPLEMENTAL leaders, most likely to handle TEACHERS OF COLOR MATERIALS ‘NOT WORTH resources responsibly and accept Although the majority of public USING’ responsibility for mistakes, and least school students are people of color, Research has shown that most likely to act unethically. This should fewer than 20% of teachers are. Part teachers download supplemental be welcome news to education of the gap stems from teachers of instructional materials from leaders who sometimes feel color leaving the profession in higher unregulated Internet sites. With embattled. numbers than white teachers — the help of researchers Morgan pewrsr.ch/2s7YYu4 about 19% compared to about 15%. Polikoff and Jennifer Dean, the To understand the reasons and Fordham Institute dove into some identify strategies to help reverse the of the most popular resources on trend, The Education Trust and Teach three sites (Teaches Pay Teachers,

18 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 INFORM. ENGAGE. IMMERSE.

FOCUSSTUDENT VOICE

STUDENT PERSPECTIVES PUT KIDS AT THE CENTER tudents’ Sperspectives can be a powerful driver for professional learning, as both youth and adult authors show in the following pages. “People often talk about putting kids at the center, but no one talks about how. Kids can’t be at the center if the adults don’t have the capacity to understand their perspectives,” says Mirko Chardin, principal of Putnam Avenue Upper School in Cambridge, Massachusetts. Here, Farai Sundai shares her "story of self" while classmate Alaan Clarke records it. — “Learning is a two- way street,” p. 28

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 19 FOCUS STUDENT VOICE

Eliza Jane Schaeffer, at microphone, speaks on the Kentucky Capitol steps in March 2015 in support of a bill drafted by the Student Voice Team to add students to superintendent screening committees. Joining her are fellow students, from left: Anjali Shankar, Monica Alden, Parin Rekraj, Lauren Hall, Sahar Mohammadzadeh, Mahika Gupta, Sara Khandari, and Meghana Kudrimoti. STUDENTS AS EDUCATION PARTNERS KENTUCKY STUDENT TEAM BRIDGES SCHOOL POLICY AND PRACTICE Members of the Student Voice Team work with students at Franklin- Simpson High School in Franklin, Kentucky, to conduct a student-led school climate audit during the 2017-18 school year.

20 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 ABOUT THE STUDENT VOICE TEAM he Student Voice Team Tincludes 100 students from across the state of Kentucky, but we don’t speak just for ourselves. Elevating meaningful student voice demands making space for all students to have a role in decision-making, not just a selected few. We are focused on equity, so one of the most important questions we continually ask ourselves and others to consider is: What obligation do I have to students in my world who may be least heard BY EMANUELLE SIPPY AND RACHEL BELIN in it? Because our self-selection rom the Little Rock framing issues, co-designing and process tends to draw students Nine and the Children’s helping to implement solutions — from who are successful in school, Crusaders during the civil nonmeaningful student voice, which we know our members cannot rights movement to today’s has students serving in more superficial represent fully the Kentucky Dreamers and organizers or symbolic roles like sitting on a panel student experience. To do so, Fof the March for Our Lives, young with a predetermined agenda. we reach out to other students people have long been on the front We see teacher and student voice from all backgrounds primarily in lines of pushing for systemic change. not as competing interests but as the form of student-to-student The Prichard Committee Student Voice mutual ones. Our work is radical not interviews and roundtables. Team, consisting of 100 self-selected because it is by youth and for youth, We are also intentional students from across Kentucky, works but because it is intergenerational. about amplifying the voices of in that tradition to improve schools and We believe that students and teachers students who are least heard by society. can learn with one another about how sharing their stories on a range The Student Voice Team is an to improve schools in ways that are of platforms from social media extension of the Prichard Committee ongoing and meaningful. and blogging to op-eds, policy for Academic Excellence, an reports, professional learning, and organization that has been mobilizing SCHOOL CLIMATE AND SAFETY speaking engagements. We aim citizens to improve education in The need for student voice in not to tell the stories of students Kentucky for nearly 40 years. school policy conversations is especially for them but to encourage them At its core, we believe that students pronounced in the context of real- to tell their own, whether we’re can bring enormous added value in world issues that affect our schools talking with a handful of African making schools better. We also believe and communities. The spate of school American students about race that, along with teachers, young people shootings and the national conversation in a predominantly white, rural on the front lines of our classrooms about how to deal with school violence school; visiting students at a are in the best position to help bridge offer a prime example. school for the deaf to talk about education policy and practice. Like students across the country, the challenges of communicating For our team, student voice is the Student Voice Team has been with teachers who are not native about recognizing that students are the shaken by the trend of school sign language speakers; or primary stakeholders of their education shootings, including one that occurred listening to students in one of and creating space for them to have in Marshall County, Kentucky, just the most underresourced school agency in addressing significant issues weeks before the widely reported districts speak to their experience that affect them, their schools, and shooting at Marjory Stoneman Douglas of limited extracurricular their communities. We distinguish High School in Florida. But all the talk opportunities. meaningful student voice — students that followed about securing schools

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 21 FOCUS STUDENT VOICE with metal detectors and armed teachers role to play in advocating for safer and further illuminated the numbers. At didn’t resonate with us. We knew the healthier school climates and building one school, a student confided, “I feel conversation about solutions should knowledge about how to create them. like I don’t have a place I can go to and transcend school shootings and be part have people with personal experience of conversations we were already having STUDENT-LED AUDIT and understanding about what it feels about students’ connections to their Schools can’t improve if they like to be a black Latina in a school full schools and with each other. don’t know where they are starting. of white students.” As we were talking with students With a grant from a local community We also got some decidedly hopeful about their school communities and foundation, we created a prototype of feedback, especially as many of the the issues that mattered most to them, a student-led school climate audit so students we interviewed affirmed we came upon some of the work of everyone in the school community can the value of their relationships with the National School Climate Center, become informed and take action. teachers. “I think all of my teachers, which defines school climate as the We knew students had been asked whenever I’m having a really bad day, quality and character of school life — to participate in such audits before, but they can notice,” one student observed. that is, whether people feel physically, we were puzzled by the fact that they At a minimum, the results serve as socially, and emotionally safe, included, were never privy to the results. We fodder for richer, more reflective and engaged in school. School climate wanted to test a model in which students conversation about whether and how involves myriad elements, including themselves led the way, to ensure that our schools are serving all learners. a school’s norms and values and the primary stakeholders would have a relationships between students and staff better understanding of the extent to MAKING CHANGE and among students. which their school is a safe, supportive, Central to our student-led school The center’s decades of academic and engaging place to learn. climate audit model is a share-back research support the fact that a positive In our approach, students facilitate session in which students design and school climate directly correlates with focus groups and interviews, conduct facilitate dialogue in their school better academic achievement, as young site visits and classroom observations, communities to make sense of the people who feel safe, included, and and analyze school climate surveys. findings and cultivate solutions. In our engaged in school tend to be much The data they collect can be acted on experience, this kind of dialogue is rare more motivated to do well in class. by students and teachers alike, learning in adult-led audits. As if that weren’t enough, we learned, and working together. To do this, we have developed attention to school climate is a matter Just a few years into our venture, a simple infographic-heavy report of educational equity because a positive and with some generous guidance format that integrates quantitative and or negative school climate can have a on survey design from Panorama qualitative data, and we ask students disproportionately profound effect on Education, we’ve been gleaning a and staff to dig into it. We facilitate minority students, students from low- lot. One common theme we noticed a conversation with open-ended income families, English learners, and right from the beginning is that it questions like: students with special needs. appears far too many high school • What does this report suggest to Yet, even when schools aim to build students are feeling disconnected from you about this school? teachers’ knowledge about cultivating school. Of the 1,552 students we • What else would you want to positive school environments, surveyed in our first research cohort of know about this school based they often fail to include student three geographically diverse schools, on what you see? perspectives. We realized we could only about a third reported feeling • Who seems to be benefiting bring added value and influence to valued in school and invested in what most and least from this conversations about school climate and they’re learning. school’s climate, and why do efforts to improve it. We had routinely Sometimes the results seem you think this is? engaged students and educators in paradoxical. At one school, for example, • What can and should we do conversations about students’ roles in 34% of students reported that their with this information to make school governance and exploring ways peers’ behavior hindered their learning, this school a better learning for students to have more voice and yet 57% said they thought the rules for environment for more people? agency, but school climate allowed us to school were unfair. At another school, Our model is gaining traction focus our work. 30% admitted feeling “slightly” or “not across the state, prompting another This work is about much more than at all eager” to participate in class, yet major innovation to address the school violence, but the research we 85% believed it was important to do challenge of scale. Instead of Student have reviewed tells us that there is a link well in school. Voice Team members conducting the — and that students have an important Focus groups in these initial studies audits as independent agents, we have

22 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Students as education partners

been working with districts to train and THE PRICHARD COMMITTEE STUDENT VOICE TEAM support students to lead climate audits Front row, from left: Amanda Byerman, Qhovia Phillips, Emma Falluji, Sarah Sajadi, in their own schools. The effort involves Audrey Gilbert, Rachel Bradley. Row 2, from left: Celia Ziliak, Autumn Wilson, Amy Yang, Hannah Botts, Sophie Farmer, the design and testing of an open- Diksha Satish, Chloe Montgomery, Lee Monroe. source curriculum students and teachers Row 3, from left: ViAsia Bramblett, Gabriella Staykova, Sanaa Kahloon, Nyasha Musoni, can use to ensure a level of quality in Zoe Jenkins, Pauline Hancock, Ashley Bishop, Mollie Pope. their auditing and learn from some Row 4, from left: Lily Gardner, Emily Krall, Kate Criner, Emanuelle Sippy, Afi Tagnedji, of our team’s best mistakes. In these Sadie Bograd, Emma Nesmith, Lydia Burns, Meredith Crocket, Colton Williams. schools, students become leaders from Back row, from left: Will Byerman, Santiago O’Neil, Jack Lofwall, Isaiah Sullivan, whom teachers can learn. Hayden Caldwell, Jack Bradley, Andrew Brennen, Hiatt Allen.

MOVING THE PUBLIC POLICY research to make our case and shape groundwork led to a legislative victory NEEDLE the narrative that attention to school when our team was asked to place a Several years into the prototyping, climate and social and emotional well- student on the School Safety Working our grassroots school climate audits are being are essential to making schools Group, which was charged with starting to have an impact on larger safer. We also shared testimony before developing the bipartisan framework for public conversations and public policy. the Federal School Safety Commission addressing Kentucky’s safety concerns. In the context of the growing outcry using similar language. Our representative — a high school over school shootings, our team held We even used data from the audits junior who had participated in a number a teach-in and rally on the Kentucky to weigh in when a local property tax of our independent audits — worked Capitol steps, which drew a wide bill came up for consideration, urging side-by-side with legislators, drawing intergenerational audience from across the public to take an approach to on data from the schools we audited the state. We drew on student feedback school safety that lent itself to a broader and inviting other students to testify from the audits as well as academic discussion about school climate. This Continued on p. 27

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 23 FOCUS STUDENT VOICE

WHAT STUDENTS CAN TELL US TEACHERS BENEFIT FROM STUDENT PERCEPTION SURVEYS

BY NASUE NISHIDA AND HOLLI HANSON

uzanne is a midcareer discover that students perceived the Suzanne was part of a district elementary teacher at what classroom environment as somewhat team that participated in the she feels is the height of chaotic because it was loud and full Student Perception Project, a two- her career. Her students of distractions. While her students year opportunity for educators in do well on assessments appreciated her one-on-one rounds with Washington state to explore student Sand make progress on their school each individual student, they felt that perception surveys and how data work. She receives proficient and the rest of the classroom wasn’t well- students provide can inform educator distinguished ratings on her annual managed or on-task during these times. practice. evaluations. Colleagues turn to her with Suzanne realized this was something Through this project, funded by questions, seeking her sage advice, and that she wouldn’t have discovered the Bill and Melinda Gates Foundation she often leads professional learning through a student assessment or a and led by the Washington Office of in her building and across her district. periodic evaluation from her principal. Superintendent of Public Instruction But Suzanne’s world tilted when Furthermore, she realized she would and the Center for Strengthening the she surveyed her students on their need to reconsider how to implement Teaching Profession, district teams perceptions of instruction and her the rounds strategy, which was a core explored and piloted student perception classroom. part of her teaching and deeply personal survey instruments that gleaned data Suzanne was surprised to to her practice. about students’ take on their learning,

24 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 their teachers’ instruction, and the data collection are ad hoc and usually classroom environment. informal, and they may not yield WHAT EDUCATORS SAY The key lesson of this project information that is actually useful to was that student perception data give refining teacher practice. erception is reality, and my teachers valuable information they can In contrast, when educators use “Preality is now the perception use to make immediate changes to their student perception surveys about of my students. … What can I practice, along with the added benefit instruction and the classroom, they do to make a difference in my of helping students become active get specific and actionable data from classroom so that I see growth collaborators in their own learning. students. Many schools use other types there for me and my students feel Washington’s experience was so of student perception surveys — for like their voice has been heard?” powerful that the state invested funds to example, focused on a school’s culture — Christine Firth, create a bank of student perception items and climate — which can be helpful teacher at Saltar’s Point Elementary, that any teacher in the state can access to but are often not directly relevant to Steilacoom (Washington) School create an online survey for students. specific teachers’ instruction. This is District This work has challenged us at why the Student Perception Project the Center for Strengthening the focused on asking students about e are asking people to be Teaching Profession and the educators highly specific teaching methods and “Wvulnerable. Vulnerability we have worked with to consider classroom interactions. is a huge component of a growth student feedback as a viable data point In Washington, we culled student mindset. You don’t have it yet, but in providing meaningful and relevant perception survey items from open maybe you will get it. And you information about teacher practice source surveys across the country. will get it if you work hard. I can’t and student learning. We are revisiting With teachers, administrators, and assumptions and challenging adult survey experts, items were tested and say enough about the positivity mindsets about student engagement piloted with thousands of students that I have seen in my teachers and ownership of their learning in in Washington to meet validity and who have better job satisfaction pursuit of what we hope will be better reliability sniff tests. Based on student because they feel they have better classroom experiences for students. and teacher feedback during the testing relationships with their students and piloting phases, the number of now.” STUDENT PERCEPTIONS AS DATA survey items was narrowed down and — Marilyn Boerke, Businesses ask consumers item language was adapted or revised. director of talent development, continually for feedback on their The menu of survey items available Camas (Washington) School District products and services and frequently to teachers is still relatively large — make changes accordingly. Students upwards of 70 — but it does allow are the consumers of the classroom. As teachers to be selective about the such, they can provide teachers with area(s) of their practices for which they TEACHER REFLECTION invaluable data and feedback about the seek feedback and information from AND GROWTH classroom experience in service of their students. As this resource is used more In Washington, there isn’t a state learning. and more, we anticipate revisiting the requirement or mandate to connect or Teachers often use exit slips, item bank to find out which survey collect student perception data related written reflection, and other teacher- items teachers are selecting more to a teacher’s evaluation. Therefore, developed ways of gathering feedback frequently than others and/or items the exploratory project work focused from students. However, these forms of they aren’t choosing at all. on using student perception data for

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 25 FOCUS STUDENT VOICE

teacher reflection and growth. The growth isn’t necessarily a natural move, power is using this as a tool for deeper LEARN MORE especially when the learning is deeply reflection that pivots a teacher toward personal and teachers may not want to making changes in practice. • The Student Perception Survey share their student perception data. Through the Student Perception Toolkit is available at cstp- One way to shift teachers out of this Project, we have learned that surveys wa.org/teacher-leadership/ discomfort and resistance is to focus on are most useful in a cycle: From resources/student- cultivating a mindset shift away from survey administration to data analysis perception-project. assessing whether teaching is “good” or to reflection to action and then back • Teachers, administrators, “bad” to whether it is effective for these to survey administration, ultimately and students share their specific students. resulting in growth. For full impact, perspectives about the impact With a microgrant from the neither teachers nor students can see the of student feedback Learn Next initiative, spearheaded by survey as a one-time event. The steps of data in this video education design lab 2Revolutions, the reflection and action are the most critical on the Student Center for Strengthening the Teaching — and possibly the most difficult. Perception Project: Profession convened a group of Collaborative conversations with www.youtube.com/ educators who had experience with the colleagues, learning teams, professional watch?v=o2sEjiP41eU&featu student perception surveys to develop a learning communities, or instructional re=youtu.be. tool kit for their colleagues to support coaches can be helpful for facilitating teachers before, during, and after the reflection and action. Learning teams survey process. may decide to administer a survey on be active participants in someone else’s The Student Perception Survey a specific aspect of professional growth learning, especially that of their teacher. Toolkit includes tools and resources to on which the group is focusing or Students also need to know their create a climate of emotional safety and an individual might ask the team to feedback is being taken seriously. orientation to action for teachers as they support her or him in processing what After teachers review the results, they seek and respond to student perception emerged from the surveys. This kind should discuss them with students. data and honor student voice. It of support can be helpful for engaging This can open meaningful two-way focuses on reflection, offers advice in a new and often difficult form of communication between teachers and about conversations, and provides reflection. students and may help teachers clarify resources on learner agency. In Washington, the results of students’ points of view. In addition, this surveys are not automatically shared can demonstrate to students a teacher’s POWERFUL LEARNING with administrators or evaluators unless growth mindset and create stronger Authentic student perceptions the teacher decides to share them. But partnerships with students as initiators of provide educators with feedback to dig the majority of teachers who do share their own learning and growth. deeper into what is happening from some aspect of the results or reflection As we involve students, we elevate the student experience and how they about the results with evaluators have student voice and ownership increases. are learning, whether we agree or not. said that it has helped develop relevant Students begin to understand that The critical next action step is for the professional growth goals that lead to they have agency and are valuable teacher to decide how to use that data far more meaningful, growth-focused collaborators in the learning experience, to impact the student experience. evaluation conversations. which often results in increased There are several ways teachers are connections and deeper relationships. using the feedback from the surveys. ENGAGING STUDENTS One is to inform professional learning. For this process to work, students SUPPORTING TEACHERS We have seen teachers use the data to need to be prepared to understand It’s important to recognize that set more relevant professional goals how to look at what is happening in student perception data are often for themselves. To maximize this the classroom with a critical eye and not easy for teachers to see and use. potential, we have moved to regularly provide constructive feedback. The Listening to students situates teachers incorporating a collaborative processing teacher must be prepared to explain in a vulnerable space that most are of their results with colleagues and the reason for the surveys and coach not accustomed to. Often what is evaluators. students through the art of providing communicated in the results can be Teachers also use the data to modify constructive feedback for learning, a surprising, challenge assumptions, or daily classroom practices. For example, skill that is critical for a lifelong learner lead to new ideas or more questions. some teachers, realizing they need to do mindset. When teachers take these We have learned that translating more to assess and summarize student steps, students often feel honored to student perception data into teacher learning each day to ensure all students

26 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 What students can tell us

understand, have posted clearer lesson space to explore new ideas, passions, Asking students for feedback shows objectives or developed exit tickets. and things that spark curiosity. them that teachers are learners, too, and Other teachers have reported that Overall, one of the most widespread it can become a way of being that is their data have generated deeper class impacts was how teachers and students transformative for everyone. discussions about topics such as rigor, approached goal setting in a more • lack of challenging material, and how collaborative way. The survey opens the Nasue Nishida (nasue@cstp-wa. to address instructional issues with their door for a different type of conversation, org) is executive director and Holli teacher. but achieving results takes time and Hanson ([email protected]) is In one instance, the result was investment. By demonstrating how to director of teacher engagement implementation of an inquiry-focused give and receive feedback, take action, and initiatives at the Center for time giving students autonomy and and learn and grow, we are providing an Strengthening the Teaching creativity over their own learning and invaluable learning moment for students. Profession. ■

Students as education partners

Continued from p. 23 developing materials to train and national presentations, produced before the committee. The result was the students to address the problem three policy reports, organized three School Safety and Resiliency Act, which in their schools. statewide capitol rallies, created a blog passed its final reading after adopting • Other members of our team and a podcast, and even published a an amendment that was a behind-the- conducted a study about mental book. scenes nod to our work: a stipulation health stigmatization in schools Our entire process is a shift in that students are represented as required and founded a nonprofit power. It positions educators and school safety plans are developed. dedicated to mobilizing students to not only learn together from Additional, powerful examples of students to educate peers on a gathering and interpreting data but also young people shaping important public range of mental health issues. collaborate to enact and assess solutions. conversations in Kentucky include: The group works with mental We ask educators to remember that • A group of our members at one health professionals and hosts students are capable of much more than high school concerned about an annual summit for students planning dances and bake sales. Rather the rollout of metal detectors from throughout the state. than asking for student opinions after and security officers there • And yet another member decisions have been made, we implore surveyed 600 peers to ascertain affiliated with our team is educators to consult students from the the impact of the new measures. embarking on a second year beginning. The results showed that, while a of coordinating a statewide, We know it’s easier said than done, majority felt that the measures bipartisan campaign to ban but it can be done. Enlisting students as made them physically safer, corporal punishment in the 17 education improvement partners at the a distinct minority said they Kentucky school districts that school, district, and state levels engages prompted new fears and created still practice it. students in the civic life of schools a prison-like atmosphere. The Our team members also serve as and communities. It demonstrates team then shared the data with informed spokespeople for scores of what it can look like when we support teachers and administrators news media covering school safety, and students to do democracy in addition to to prompt a larger discussion we have published several op-eds in all studying it. about the need to focus on of the state’s major newspapers. • more alienated students. Emanuelle Sippy (eswsippy@ • After leading a study to measure LEARNING TOGETHER gmail.com) is a junior at Henry the extent of sexual harassment In just a few short years, between Clay High School in Lexington, in high school, a member of attending classes, taking tests, doing Kentucky, and co-director of the our team formed a nonprofit homework, and everything else being Prichard Committee Student dedicated to sexual harassment full-time students entails, our team has Voice Team. Rachel Belin (rbelin@ education. The results were had an outsized impact beyond the prichardcommittee.org) is co-director picked up by the local and classroom. Between them, members of the Prichard Committee Student national press, and she is now have generated 60 op-eds, led 165 local Voice Team. ■

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 27 FOCUS STUDENT VOICE

Chris Godfrey, 7th-grade math teacher and teacher leader, talks with students Meriem Gouitit and Sabirah Simon at Putnam Avenue Upper School in Cambridge, Massachusetts. Student identity and voice are woven into instruction throughout the school.

BY SUZANNE BOUFFARD AND LIZ MURRAY

LEARNING chool is not a rehearsal for life. School is life,” says Mirko Chardin, founding principal of Putnam Avenue Upper School, a public middle school serving a diverse group IS A “of 6th-8thS graders in Cambridge, Massachusetts. When the school was founded in 2012 as part of a districtwide middle school reorganization, its leaders and staff were determined TWO-WAY to focus on the student experience and put student voice at the heart of their work. “People often talk about putting kids at the center, but no one talks about how,” Chardin says. “Kids can’t be at the STREET center if the adults don’t have the capacity to understand their perspectives.” MIDDLE SCHOOL STRENGTHENS TEACHING For Chardin and his colleagues, this means more than BY FOCUSING ON STUDENT IDENTITY simply asking students what they think — although that is part of their approach. Student identity and voice are woven into instruction throughout the school, with leaders and staff constantly asking themselves how they can learn from

28 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 students about their experiences and how to use that insight to continually refine educator practice. Maryam Barry At the school, which serves the shares her story of self with highest-needs population in the district principal Mirko — 45% of students are classified as Chardin. economically disadvantaged, 29% of students have diagnosed disabilities, and 24% speak a first language other English (Cambridge Public Schools, n.d.a) — the adults work within a framework called Going Beyond Access, which embeds identity, relevance, and cultural responsiveness into the school experience. Chardin says the talk in education circles about equity and access to high-quality learning materials and opportunities can be powerful, but self and the world — is one of the five the community, and that requires not enough. Students, he says, need core values of the school. The other listening to and making sense of kids’ authentic, relevant, and meaningful four are pride, ownership, balance, experiences. learning opportunities. and perseverance (Cambridge Public The second, building on the work He explains by way of a medical Schools, n.d.b). of Sara Lawrence-Lightfoot, is ensuring analogy, saying that even if all Established by the school’s that students can see themselves patients had access to customized founding faculty and students, the reflected in the work. That includes pharmaceuticals, “if there was no values resonated because they were learning from faculty who share their treatment plan, no understanding of authentic and not educational jargon, backgrounds, seeing images of people patient history or allergies, that access according to staff. At the heart of all of who look like them on the walls, wouldn’t be the levering agent that them is a sense of visibility and identity. doing readings and assignments that helped make people well.” reflect their culture and interests, and Chardin talks openly about his own BEYOND ACCESS having frequent opportunities to tell struggles in secondary school as a young The Going Beyond Access their stories. Students report that it man of color. The lack of connectedness framework, which Chardin developed also includes staff routinely seeking and relevance contributed to a cycle of based on research and scholarship, is student input and revising learning disengagement, disciplinary action, and anchored in three core concepts. opportunities accordingly. expulsions that nearly kept him from a The first, derived from the work The third piece, drawn from the high school diploma. He is passionate of Beverly Daniel Tatum, is valuing work of Christopher Emdin, is ensuring about making sure he provides impact over intentions. While students that learning tasks are authentically his students with different school and staff recognize the importance relevant for each group of students. experiences. of operating with positive intent, The team works to check its own That kind of passion — for they also push themselves to consider assumptions about what resonates with academic excellence, social justice, and whether the steps they take are students and learn from the students applying knowledge to improving one’s having a real impact for students and themselves.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 29 FOCUS STUDENT VOICE

“What is relevant for a group of WHAT STUDENT VOICE MEANS TO ME young people in June 2019 is not necessarily going to resonate for a group Here’s what Putnam Avenue Upper School students say student voice means to in September 2019,” Chardin says. The them: only way to avoid incorrect assumptions Nuraya Toledo, 8th grade: “[It means] that our opinions matter. Certain is to listen. When educators don’t do things we do, they ask our opinion on it. It’s more helpful for us than them just that, he says, their efforts to connect handing to us and we just sit there.” with students fall flat. Abby Duncan, 8th grade: “For me, it’s seeing teachers going out of their way EDUCATOR LEARNING to give us students what we need to better ourselves in that subject. … Seeing To ensure that identity, relevance, us doesn’t necessarily mean only hearing our voices, but observing us and and cultural responsiveness are seeing us through our actions as well.” embedded schoolwide, they are emphasized in professional learning for Sammy Nkemnik, 8th grade: “I think it’s the ability to … go up to a teacher leaders and staff. In addition to regular and tell them what you don’t like about the class and then have them change it professional learning and collaboration so it’s a better learning environment for you.” structures that occur several times per Adam Ouassaidi, 7th grade: “It can help the teachers improve what they’re week, staff choose focus areas for six teaching, because if you tell them ... what they need to work on or how it will help staff intensives per year because, as you with learning, then they can change it up and make it better for the students Chardin says, an assembly or occasional as well as the teachers, which is pretty much the goal.” reading doesn’t suffice “if we are going to embrace social justice … [and] lift up identity.” HOW WE ELICIT STUDENT VOICE That means committing to Putnam Avenue Upper School staff describe how they elicit student voice: authentic learning opportunities that model the kind of learning experiences Chris Godfrey, 7th-grade math teacher and teacher leader: “We start the adults want to create for young people. year with a lot of team building and just getting to know our students, and that After all, Chardin asks, “How can an sets the foundation for the work we’re trying to accomplish. There’s a quote adult who has never been at the center that always stands out in my brain that goes something to the effect that, ‘You of their own learning experience create have to earn the right to redirect someone.’ There are a lot of individuals in rich learning experiences for kids?” education who are really well-meaning, but they miss that piece of building The school’s professional learning that relationship to be able to deliver the content.” is grounded in the following key Kareem Cutler, 6th-grade math teacher and teacher leader: “We do verbal strategies: and written surveys to learn about students’ experiences. We do an activity A parallel path for adult learners called number talks [an instructional strategy aimed at engaging all voices and student learners. When the in the math classroom and empowering all students to discuss and feel team embarks on a new initiative for improving its work with students, team empowered by their mathematical thinking].” members practice and experience the Michelle Calioro, math coach and founding teacher leader: “We did math new learning tasks together so that identity projects as a team over the summer, and then teachers did them with they understand and empathize with their students [to explore feelings about math and beliefs about self related to the student experience and can revise math]. A lot of my students don’t see themselves as mathematicians, but in this accordingly before implementing. project … they start to open themselves up and see [being a mathematician] is As Chris Godfrey, a 7th-grade math a lot more than they would have normally seen.” teacher, explained, until you do the assignment yourself, “you don’t know what you don’t know.” For example, last summer, a revised version of the activity with teachers are expected to structure Christina Farese, the school’s director students (see sidebar above). The adults classes. “We need to look at our of teaching, learning, and coaching, led make this learning transparent to the meetings as lessons and our agendas as math team members through an activity students. lesson plans,” Chardin says. The same on examining their mathematical This commitment to modeling applies to common planning time, thinking and exploring their math extends to structuring staff meetings staff intensives, and other forms of identities before they implemented and professional learning the way professional learning.

30 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Learning is a two-way street

Starting small. When starting their commitments, and ensuring that time, the practice grew and staff learned new initiatives, the school’s leaders everything they do — even what they to facilitate it with students. Now believe that less is more and that it’s hang on the walls — has a purpose. students participate in several circles important not to rush to scale. Michelle That applies to how adults work with a week, during advisory period and Calioro, a founding teacher, explains each other as well as with students. sometimes during core classes. that this gives people a chance to be Sammy says circles give students vulnerable. “To really give kids voice PUTTING TOGETHER THE PIECES space to deal with frustration that and choice, you have to give up some One example of how leaders and arises in the classroom and with peers teacher control, and that can be scary,” staff put all these pieces together can and teachers so they can move on. she says. “ … [Starting with pilots] be seen in the school’s annual Story of Counselors also lead smaller circles with gives people opportunities to take a Self project, which builds on work by students having conflicts. 8th-grade little risk. It shows that we’re going to sociologist Marshall Ganz. Each fall, student Abby Duncan, who finds that do it together, and then we’ll see what students spend several weeks crafting circles ease the stress of a hectic week, happens and we’ll grow from there.” a personal narrative about a challenge says that teachers also use them to see if For example, school leaders used they have faced, a choice they made in lessons connected with students. small pilot projects to begin using navigating it, and the outcome of that Universal Design for Learning, an process. TRUST AND VULNERABILITY instructional framework that helps Their stories are shared with their Support for adult learning and educators make learning accessible to all peers, school staff, and the wider growth are at the center of all of through recognizing learners’ variability community during a special event in this work, which requires trust and and providing flexibility. December. The goal is to illustrate how vulnerability. “If we want to treat our They worked with volunteers to this experience shaped or demonstrates kids with respect and dignity, we have experiment and grapple with it over a key value the student holds while to treat our adults with respect and a three-year period. Those volunteers promoting writing and presentation dignity,” Chardin says. “We’ve tried to gradually became teacher experts who skills. model the idea that our school needs helped lead a full rollout. Universal The focus of the project is on to be an adult learning community Design for Learning is now applied students, but it doesn’t start with in order for it to be a rich learning schoolwide, and staff are working to students. First, staff write their own community for students. And the make cultural responsiveness an explicit stories and share them with one learning experiences for everyone have part of the framework. another. Then they share them with to be authentic.” Collaborative learning. Teachers students to model vulnerability, build and staff do not learn or work in trust, and normalize the experience. REFERENCES isolation. Among many structures for Chardin says this gives adults a sense of Cambridge Public Schools. professional learning are common humility and connection as they coach (n.d.a). Student data report. Available planning times three times a week, students to craft their narratives. at www.cpsd.us/UserFiles/Servers/ during which teachers engage in grade- After students write and share Server_3042785/File/departments/ level planning, delving into student stories of challenge and growth, school administration/curriculum_instruction/ work, data, and student support. staff who lead advisory groups facilitate sdr/Student_Data_Report_2018-2019. Sometimes they will examine a video circles, derived from restorative pdf. or text and discuss its implications for practices, to help students reflect on Cambridge Public Schools. their instruction. their experience. For example, in (n.d.b). Our vision and values. Available Chardin says this kind of Fatima Sammy’s 8th-grade advisory, at putnamavenue.cpsd.us/about_our_ collaborative learning is especially students begin by sharing their feelings school/our_vision_and_values. important for cultural proficiency about the experience, then give other • because it ensures that adults are advisory members support, and identify Suzanne Bouffard (suzanne. developing relationships and learning feedback about their own performance [email protected]) is from colleagues who are different from to keep them growing and stretching. editor of The Learning Professional them. This structure works well because and vice president, publications Commitment to action. Chardin the school implements restorative at Learning Forward. Liz Murray says he and his staff have made a practices regularly. As with many other ([email protected]) is an commitment to “being doers.” That initiatives, school leaders launched educational leadership consultant in means constantly asking themselves, restorative practice with a pilot that the Boston area. ■ “Do we actually believe what we say focused on whether adults could engage we believe?,” following through on productively in a restorative circle. Over

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 31 FOCUS STUDENT VOICE

LEARN TO LISTEN USE STUDENT INTERVIEWS TO DRIVE PROFESSIONAL LEARNING

BY NICORA PLACA

s a mathematics coach started to wonder where the student and confidence (Carpenter & Fennema, and researcher, I sit in voice was. Why weren’t we spending 1992; Fennema et al., 1996; Franke, on many teacher team some of this time listening to what Carpenter, Levi, & Fennema, 2001). meetings across different students had to say? Instead of Based on these experiences and schools and districts. I see hypothesizing about what a student research, I started to incorporate Ateachers spending a lot of time talking might do on a task or why a student student interviews in team meetings at about students: They talk about how made a certain mistake, why weren’t we strategic points so that teachers could students learn, how to best plan lessons just asking the student to tell us? listen to students. Conducting these for them, and how to understand their Research suggests that listening interviews has had a big impact on written work using different protocols. to student thinking is important. For the teams’ learning that translated to We know that when these conversations example, research on Cognitively changes in instructional practice. in team meetings and professional Guided Instruction (CGI) demonstrates learning communities (PLCs) are that teachers who participate in WHY IS IT SO HARD TO LISTEN? thoughtful and done well, they drive professional learning focused on student In classrooms, there is so much change in schools (DuFour & Eaker, thinking develop greater understanding going on that we educators often have 2009; Schmoker, 2005). of children’s mathematical strategies, trouble listening to what students are However, as I listened to the and this impacts their instruction and saying. Before I started using interviews conversations in these meetings, I their students’ problem-solving ability in teams, I would visit classrooms and

32 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 hear teachers trying to guide students the process again, but the student hasn’t down a particular path instead of learned why the solution works, so he COMMON MISTAKES listening to what the students were will likely make the same mistake again saying. This happened even more often on a subsequent problem. Here are common mistakes that when a student arrived at an incorrect Why do so many of us engage in keep educators from listening to solution. this kind of leading conversation and students: For example, a student would write make the missteps described in the • Listening only for the right the following on their paper: sidebar? Why is it so hard for us to answer. 1/3 + 1/4 = 2/7. stop and listen to students? Often, it’s Listening only for a particular This is the conversation that would because there is so much to attend to in • solution path. follow: a classroom. Teacher: I see you added the We feel such an urgency to help • Thinking about the next numerators and denominators. Are our students get to the correct answer instructional move instead of those the same size pieces? as quickly as possible that we often skip listening to the student. Student: Yes? over the important step of listening to • Assuming that students are Teacher: Are you SURE those them. I was guilty of this when I first thinking the same way we are pieces are the same size? started teaching. But we can and should thinking. Student: Um. No? do more for our students. Not listening for what students Teacher: Good! So what do we do • know. if they aren’t the same size? HOW DO WE DEVELOP LISTENING Student: Um …. SKILLS? • Not listening for the informal Teacher: I’ll give you a hint. We Using student interviews in team knowledge students bring to worked on it yesterday. We need to meetings can be powerful in developing the problem. find …. our listening skills and our ability to • Not trying to make sense of Student: The same size? understand student thinking. I have what students are doing. Teacher: Yes. We need to find used these interviews with students of common … all ages, starting with kindergarten and Student: Ummmmm … going up through high school. denominators? The teacher teams I work with students to work on the same task Teacher: Yes. Very good! We need will ask students to come into team so that we can compare and contrast to find common denominators. meetings, explain the purpose and different responses. After the students Why don’t you review the notes attempt to put them at ease, and ask leave, we analyze the interviews and from yesterday or look at the anchor them to think aloud as they work on a develop next steps for planning and chart on how to find the common carefully selected task. A team member instruction. denominator and then redo this? asks probing questions designed to The goal of these interviews is to The problem with this approach help us understand the student’s gather as much information as possible is that the teacher has not learned mathematical thinking as the rest of the about how a student is thinking. They anything about what the student is group listens and takes notes. are not designed to be teaching sessions. thinking. She leads the student through We often bring in a number of They require flexible questioning to

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 33 FOCUS STUDENT VOICE determine what the student is thinking important. This includes: that is producing the behavior. • Explain the purpose to students. HELPFUL INTERVIEW In my experience, team members • Ask students to think aloud. QUESTIONS AND PROMPTS develop both questioning and listening • Explain that when you ask skills through these interviews, and these • How do you know? questions it doesn’t mean they skills translate direcly to the classroom. • How did you figure that out? are wrong. • Why did you … (e.g. write that, • Ask probing questions. HOW CAN YOU USE INTERVIEWS draw that)? How did that help • Avoid leading questions. WITH YOUR TEAMS? you? • Avoid making assumptions that When you begin using student the student is thinking the way I noticed that you stopped interviews, these three steps are helpful. • you are. what you were doing just Remember that it can be now/crossed something out. 1. Select a task. intimidating for students to walk into a What were you thinking there? The first step is to select the room full of teachers. It’s important to mathematical task you want students to • Why did you change your explain that they are there to help you work on. The task you choose should mind/answer? understand more about how students depend on your goals. • I don’t know what you mean think about math. Ask them if they can For example, you may want to use by that. Will you show me share what they are thinking as they interviews before starting a new topic to with a picture/with the work and think aloud while they solve assess what students already know about manipulatives in front of you? the problem. it and what intuitions they have about • Can you tell me what Be clear that it is not a test and it. A middle school team I worked with ______means? that the team is going to ask a lot of was about to start a unit on positive and questions. Many students have learned negative integers, so we gave students the norm in school is that if a teacher an integer operation task related to COMMENTS AND asks you why you did something, you temperature. Many team members were QUESTIONS TO AVOID should change your answer, so make surprised to find that students brought • That’s right! sure they know you’re asking questions many informal understandings about • Good job! for other reasons. how to find the difference between two What if you …? The types of questions you ask are temperatures by using a number line, • important. The key is to ask questions even though they hadn’t been taught • You know that if you just … that uncover the student thinking. formally about integer operations. • Remember what we did in Avoid leading students to a particular This knowledge changed how they class last week … line of reasoning or using the interview approached the start of the unit. They • Oh, I see what you did. You … to try to teach them or correct a began with contexts that involved Do you mean …? misconception. See the sidebar at left temperature and used a vertical number • for question stems and prompts that line to help students reason about can be helpful as well as questions and negative numbers. prompts that you want to avoid. You might want to use interviews operations they were told related to As you or one of the team members when you notice students are struggling those words. conducts the interview, the rest of the on a particular assessment item. If you We recognized that using this group should be listening carefully. The have examined the student work but strategy kept them from reading the following questions can guide what they still have questions, interviews are a problem fully. They were circling are listening and looking for: great way to gather more data about numbers and words and choosing an • What representations, visuals, what’s going wrong. operation without truly understanding or manipulatives does the For example, when over 70% of the question. This led the team to an student use to facilitate his or 2nd graders in one class answered a interesting discussion about the flaws her thinking? test question incorrectly, we asked of teaching students with a keyword • What kind of reasoning does some students to think aloud with the strategy as opposed to helping them the student use? teaching team about the word problem. make sense of the problem. • In what way(s) do the student’s Many students shared they were using a explanations make sense? keyword strategy — that is, they circled 2. Conduct the interview. • What misconceptions do you numbers and underlined certain words, Setting expectations with students notice the student has about the such as all or each, and performed and making them feel comfortable are problem?

34 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Learn to listen

• What informal knowledge or to only looking at what they don’t When we shift to listening to what intuition does the student bring understand. students say, we are able to help make to the problem? In addition, it brings a different sense of their thinking and respond to It can be helpful to take notes mood to team meetings. The interviews their needs in the moment. This in turn during the interview or videotape the create a culture of curiosity about can help us develop interventions to interview so that the team can review it student thinking. And when a student push their thinking and understanding, if needed. It’s also helpful to collect the comes into a team meeting, the energy not just get them to the right answer on student work at the end for reviewing can shift and the team can focus on the a single problem. and discussing later. student in front of them. Using student interviews in Finally, conducting these interviews team meetings can be a useful tool 3. Debrief. can have an impact on how the team in helping teams develop these skills After several student interviews, the listens to students in their classrooms. so that everyone develops deeper team debriefs. During the discussion, Let’s go back to the example understanding. we try to make sense of the students’ from the beginning and see how the strategies. We focus on what the student-teacher conversation can work REFERENCES student understands and then move to differently and how both parties can Carpenter, T.P. & Fennema, E. what their misconceptions might be. benefit from it. (1992). Cognitively guided instruction: The assumption we make Student work: 1/3 + 1/4 = 2/7. Building on the knowledge of students throughout the discussion is that what Teacher: Can you tell me how you and teachers. International Journal of the student did makes sense to them got your answer? Educational Research, 17(5), 457-470. even if it doesn’t make sense to us. Our Student: Is it wrong? DuFour, R. & Eaker, R. (2009). goal is to figure out why they solved the Teacher: I don’t know. Why don’t Professional learning communities problem the way they did and what the you explain it to me and we will try at work: Best practices for enhancing implications are for our next steps. to figure it out. students achievement. Bloomington, IN: The following questions are useful Student: Well, here you have one Solution Tree Press. in facilitating the analysis: out of three things (pointing to Fennema, E., Carpenter, T.P., • What did the student one-third) and here you are adding Franke, M.L., Levi, L., Jacobs, understand? one out of four things (pointing to V.R., & Empson, S.B. (1996). A • What did the student struggle one-fourth). So basically you now longitudinal study of learning to use with? have two out of seven things. children’s thinking in mathematics • What would be some next steps Teacher: Interesting. Can you instruction. Journal for Research in for the student? try using these fraction strips (or Mathematics Education, 27(4), 403-434. • What would be some next steps number line or fraction circles) to Franke, M.L., Carpenter, T.P., for our instruction? show me another way to solve the Levi, L., & Fennema, E. (2001). Sometimes next steps include problem? Capturing teachers’ generative change: modifications to unit or lesson plans, Student: OK. Let me take the one- A follow-up study of professional or designing specific re-engagement third fraction strip and the one- development in mathematics. American lessons to address misconceptions. It fourth fraction strip and put them Educational Research Journal, 38(3), is also helpful to document and share together to show one-third plus 653-689. what you learn so that other teacher one-fourth. Schmoker, M. (2005). No teams can have access to the findings. Teacher: Thanks. You said the turning back: The ironclad case for answer was two-sevenths. Can you professional learning communities. In IMPACT ON INSTRUCTION show me two-sevenths with the R. Dufour & R. Eaker, On common In my experience, including student strips? ground: The power of professional interviews in team meetings impacts Student: Sure. (Student makes two- learning communities (pp. 135-153). professional learning in a variety of sevenths.) Oh, wait. They aren’t the Bloomington, IN: Solution Tree Press. ways. same size. Two-sevenths is much • It improves the team’s mastery of smaller than the one-fourth and Nicora Placa (np798@hunter. the math content they are teaching one-third together. Something is cuny.edu) is assistant professor of and often introduces them to new wrong. I think I need to change mathematics education at Hunter strategies students developed. It allows the strips so they are the same College in New York, New York. ■ the team to take an asset-based view of size. Maybe I could multiply the the students as they are looking at what denominators and make them they bring to a problem as opposed twelfths. Let me try.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 35 FOCUS STUDENT VOICE

SEE ME FOR WHO I AM

TO BEST SERVE STUDENTS, “I had achieved my goal of being nonthreatening. EQUIP TEACHERS WITH CULTURAL COMPETENCY But that should never be the goal of a student in the classroom.” — Endiya Griffin

BY ENDIYA GRIFFIN Photo by CHRISTINA CHOMUT n the first day of 1st brown, saying that brown was ugly. characterize the education careers of so grade, I walked into class I froze. My face grew red, and tears many students of color. The prevalence to discover that mine was began to fill my eyes. of these encounters exposes a lack of the only black face in the However, what was most painfully cultural competence in schools. room. We began the day disappointing at that moment was not Many organizations, such as Oby introducing ourselves and showing what was said, but what wasn’t. My the National Education Association off the self-portraits that we’d made teacher stood there just as silently as (NEA, n.d.), have written policy over the summer. me, then beckoned me to continue. She briefs explaining the need for cultural I rose cautiously to present my never addressed the boy or his awful competence within a diverse cultural Crayola-colored masterpiece, but before words. climate. But cultural competence is not I could even say my name, a boy in my Unfortunately, my experience was the norm. class asked me why my portrait was not unique. Experiences like these In the field of health care, cultural

36 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 incompetence has long been recognized as an issue (Graves, Like, Kelly, & WHAT IS ‘CODE- Hohensee, 2007), and legislation is SWITCHING’? being written to intervene. We need to Watch Endiya do the same with education. Griffin, at right, To best serve students, we must and Tatiana Howell urge districts to require that all faculty discuss the value of engage in extensive cultural competency code-switching, the practice training. No student deserves to endure of alternating between two or a teacher who remains silent in the face more languages or varieties of of oppression. language in conversation. www.youtube.com/ SYSTEMIC INEQUALITY watch?v=JtINpW1j-m4 According to a recent study that analyzed the changes in our education landscape over the past 65 years, students attend schools that are at least faculty. As a black girl, that meant schools have become more segregated 75% white, it is far more common for being stared at mercilessly by students at the expense of public education a student of color to be one of the only and teachers alike as we discussed (Orfield, Frankenberg, Ee, & Ayscue, students of his or her race than it is for a subjects like slavery, being petted like 2019). Schools often closely resemble white student (McFarland et al., 2017). an animal anytime I came to school the neighborhoods in which they are At the same time, teachers of color with a new hairstyle, and constantly located, so, due to redlining, black are overwhelmingly outnumbered by getting in trouble for being “too sassy.” and Latinx students are more likely their white colleagues, accounting for My behavior cards seemed to change than their white counterparts to only 20% of educators in public K-12 from green to yellow on a near-daily attend impoverished schools that serve education (Geiger, 2018). This means basis. majority students of color. that most white students will be taught My battles, however, were minor These schools often do not have the by teachers who look like them for their compared with those of the few black resources to adequately equip students entire education careers whereas students boys in my class, whose cards seemed to escape cyclical poverty. Their children of color (and especially male students of to be permanently set on red. As with end up going to the school where they color) will be lucky if they get a handful many black boys around the country will likely have the same exact experience of teachers who look like them. (GAO, 2018), minor infractions often — the cycle continues. This type of The white dominance of education led to yelling and frequent visits to the pattern takes place all over the country in our ever-diversifying society often principal rather than genuine attempts and reinforces racial and socioeconomic means that educators are not trained to understand the alleged issue and its inequalities (Chang, 2018). in cultural competence — and for roots. I quickly internalized the trauma The flip side of this pattern is a kids with stories like mine, that can of watching them be so rampantly phenomenon referred to as “isolation” mean suppressing pieces of our cultural criminalized and began to self-police. (Reardon & Owens, 2014). Isolation is identities just to fit in at school (Griffin I was determined to be the a way to measure school segregation by & Howell, 2019). nonthreatening black girl. No poofy looking at students who attend schools Up until the 9th grade, I attended hairstyles, no hands on my hips, no with a low proportion of a given racial schools that were predominantly white talking back — nothing that would group. Because the majority of white and employed predominantly white make my teachers treat me the way they

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 37 FOCUS STUDENT VOICE treated my black male peers. I began to perspectives and enrich discourse by poor-neighborhoods. code-switch without even recognizing researching the roots of those biases. GAO. (2018). K-12 education: it, leaving my blackness at the door Discipline disparities for black students, whenever I stepped onto my school’s 3. Support self-expression. boys, and students with disabilities. campus and replacing it with “whiter” Hold space for students to express Available at www.gao.gov/products/ things such as straight A’s and “proper” themselves and their identities to create GAO-18-258. diction. a classroom culture where students Geiger, A.W. (2018, August 27). I was rewarded for these acts of and teachers learn as a community. America’s public school teachers are assimilation with things like honor While “diverse” students should far less racially and ethnically diverse roll and selection for class activities. not be exploited for their unique than their students. Available at www. I had achieved my goal of being experiences (i.e. always expecting them pewresearch.org/fact-tank/2018/08/27/ nonthreatening. But that should to share when topics related to their americas-public-school-teachers-are-far- never be the goal of a student in the identities arise), creating opportunities less-racially-and-ethnically-diverse-than- classroom. for students to voluntarily offer their-students. anecdotes and insight or even simply Graves, D.L., Like, R.C., CULTURALLY COMPETENT be themselves in the classroom can Kelly, N., & Hohensee, A. (2007). CLASSROOMS dismantle implicit bias by creating Legislation as intervention: A survey of Students of color should not be empathy and communal understanding. cultural competence policy in health tasked with mitigating the underlying care. Journal of Health Care Law and biases of their teachers. For teachers 4. Hire faculty with diverse identities. Policy, 10(2), 339-361. to do their job effectively, these biases The low percentage of teachers of Griffin, E. & Howell, T. (2019). must be eradicated before they even color in schools today is unacceptable, Discover the powerful CPU of code- enter the classroom. especially considering that, as society switching. Available at www.youtube. Here are my four recommendations progresses, we are becoming more and com/watch?v=JtINpW1j-m4. to educators for creating culturally more diverse. Not only must education McFarland, J., Hussar, B., de competent, identity-supporting, and administration consider ethnic diversity Brey, C., Snyder, T., Wang, X., inclusive classrooms. in its hiring patterns, but also diversity Wilkinson-Flicker, S., … & Hinz, in terms of age, religion, sexual identity, S. (2017). The condition of education 1. Acknowledge and check your socioeconomic status, ability, and 2017 (NCES 2017-144). Washington, biases. gender identity. DC: U.S. Department of Education, Recognizing that our biases exist When educators reflect the variety National Center for Education is the first step in eradicating them. of the world that we live in, they Statistics. Implicit biases are ubiquitous and often can better equip students to thrive NEA. (n.d.). Promoting educators’ result from cultural conditioning, media by fostering creativity, promoting cultural competence to better serve portrayals, and personal upbringing. empathy, reducing prejudice, and culturally diverse students (Policy Brief). But it’s not enough to know they exist. improving student achievement. Washington, DC: Author. We have to learn where our biases lay As I reflect on my 1st-grade Orfield, G., Frankenberg, E., Ee, and actively work to unlearn them by experience, I believe that, had each of J., & Ayscue, J.B. (2019, May 10). replacing false narratives with truth. these suggestions been implemented Harming our common future: America’s adequately at my school and segregated schools 65 years after Brown. 2. Question problematic behavior. throughout the system, my teacher Los Angeles, CA: The Civil Rights Whether it is private conversation would have had the confidence to rise Project. among colleagues or classroom chatter, up against my classmate’s misinformed Reardon, S.F. & Owens, A. it is important to question behavior and microaggressive comments and (2014). 60 years after Brown: Trends that demeans, disrespects, or threatens create a culturally competent learning and consequences of school segregation. students of color to preserve the environment where I felt seen as a Annual Review of Sociology, 40, 199- integrity and safety of education spaces. student — and, more importantly, as a 218. As my 11th-grade advisor frequently person. • said, “What you allow, you encourage.” Endiya Griffin (griffin.endiya@ When you witness the propagation of REFERENCES gmail.com) is a high school senior, discrimination and miseducation, it is Chang, A. (2018, April 4). Living youth storyteller, and social justice important to intervene. in a poor neighborhood changes everything advocate in San Diego, California. ■ Through open conversation about your life. Available at www.vox. about bias, you can encourage new com/2016/6/6/11852640/cartoon-

38 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 FOCUS STUDENT VOICE

WHAT I WISH Student journalists from MY TEACHER KNEW the Canine Courier at El Dorado Springs (Missouri) High School shared their thoughts and suggestions about what teachers need to know so that all students feel safe, welcome, and successful. Journalism teacher Amber Francis and “I hope teachers understand that our experience in their classes affects us for our whole lives,” says 9th grader assistant Kaleigh Biby, 15. superintendent Theresa REACH OUT TO STRUGGLING STUDENTS Christian

facilitated their BY KALEIGH BIBY to dread the class and eventually learning environment would be contributions. the subject in general. better. ave you ever noticed how I wish teachers knew how I remember one class Heasily some students grasp much students struggle, often that relied almost exclusively information regardless of how silently, when teaching strategies on our comprehension of they are taught? But what about are ineffective, dusty, overused, the textbook. After reading the rest of us? Every student or boring. I know your job is each chapter, we were given a learns differently, and the same not to entertain me, but if you study guide to complete and teaching strategies don’t always could use multiple teaching memorize, and the expectation work for everyone. If a student strategies, you’ll catch more was that you regurgitate the does not grasp the information attention. If teachers also took information back on the test. the first time they’re taught, time to build relationships with I struggled severely, always it makes the student feel their students and recognize rushing the night before to frustrated. He or she may start how each student learns, the Continued on p. 40

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 39 FOCUS STUDENT VOICE

SPEAK UP TO SHUT DOWN BULLYING

BY TARYN DIPMAN

eah, like people with “YTourette’s!” the boy in my first-hour class retorts to a crude joke from his friend. The class erupts in laughter as he mimics repetitive arm flailing. As what feels like the entire class laughs and mocks, I stay in the back of the class, quiet. I’m not sure if these kids know that I have Tourette’s. They aren’t intentionally hurting me, but their words still scrape against the insecurities that accompany my disease. I’m sitting there, hoping that the teacher will say something to them. “Shut them down! Make them stop!” I poke at the teacher telepathically. She’s just like me, though: She stays quiet. Now I’m sitting in my third-hour class, and two boys are whispering during quiet working time. I’m trying “Teachers, you have a powerful voice,” says 11th grader Taryn Dipman, 17. to focus on my work, but I can hear them making fun of LGBTQ people. Once again, I’m silently pleading for conflict or cover their identification to diminish. All it takes is a few a teacher to step in. My spirits rise as with a group. And many times, teachers saying, “Those comments are the teacher notices the conversation. attempting to reprimand peers does us hurtful and unacceptable, and here’s He looks at the boys and says, “We’re more damage than good. why…” This can be a place of conflict not talking about things like that. As a student, I wish that teachers and discomfort, of course, but it’s so Let’s keep the conversation school knew how impactful their voice and important for us students to feel safe. appropriate. You two can talk about it influence are in the fight against Teachers, you have a powerful after school.” bullying in our school system. Many voice. You’ve been chosen to fulfill Situations just like these are taking teachers are staying silent, or they make a career where you shape the lives of place dozens of times, every single day, weak attempts, like when they shush today’s youth and the future of our in every single school. When kids make the kids and say things like, “Let’s not world. If you choose to speak up on jokes like this in the classroom, they say that,” then go back to their work. behalf of marginalized people and have often don’t realize that there could be When this happens, bullies continue to a conversation with students about someone in the room it hurts. Bullying make rude statements targeting certain bullying, you’re choosing to plant is often unintentional, taking the form groups because they realize that they tolerance in this world. If you choose of racist, sexist, homophobic, and have little punishment coming to them. to allow hate in your classroom, you’re ableist jokes and comments. Adults If teachers would stand up and allowing hate to take root in the world. often push for students to stop bullying have a conversation about marginalized Please choose to stand up and stop the by speaking up, but students stay silent students in their classroom, situations seeds of discrimination. ■ for many reasons, sometimes to avoid like the ones I described would begin

Continued from p. 39 also assure you that walking into that our whole lives because we associate the memorize the study guide. It brought classroom was a source of major dread subject matter with the class. When a loads of stress on me. I can assure you for me. student is struggling in your class, get — I learned, remembered, and stored I hope teachers understand that our closer with the student, show that you zero knowledge from that course. I can experience in their classes affects us for care, and try to fix the problem. ■

40 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 What I wish my teacher knew

LESSONS GO BEYOND THE SUBJECT MATTER

BY KAYLYNNE McCULLICK is unique. She showed me that not more than that the election of 1867 was everyone I talk to will understand me, ended in a compromise. I’ve learned eachers have a lot of impact on our and sometimes I won’t understand them. that I have to work with people I don’t Tlives, and they don’t always know Teachers teach us how to move always like. I’ve learned that sometimes it. They teach us a lot, and not just the on from our past. My homeroom I’m wrong, and sometimes the teacher subject they’re getting paid to teach. teacher has taught me that I’m going to is. One teacher taught me that I’m not Teachers teach us things we will disagree with people, but that opinions always going to like what I’m learning use in life, not just in school. My math can change over time, and that enemies about, so I’ll just have to be more teacher has taught me that there are can become friends. He has taught attentive in those subjects. Another more important things to worry about me that people can truly change and taught me that I can’t be the best at than what every single person thinks of become better people. everything and that I have to work me. She taught me that everyone has a Teachers teach us things that harder at some things than others. And different opinion and that not everyone matter. My journalism teacher has all of them have taught me that I am is going to like mine. She taught me taught me so much more than the going to change, I’m going to mature that when I am trying to accomplish curriculum that she was handed. She and grow as a person. I’ve learned that something, I need to be focusing on taught me that I can really make a no matter what happens, there will that, not on what everyone thinks. difference, even through my mistakes. always be someone out there cheering Teachers teach us things that will She’s taught me that hard work and me on, hoping for the best for me. impact us as people. My English teacher effort are what separate a good person I hope that teachers recognize these taught me more than just how to write from a great one. lessons are as important as any fact or an essay. She taught me that everyone In the past year, I’ve learned a lot subject. ■

“Teachers teach us things we will use in life, not just in school,” says 9th grader KayLynne McCullick, 15.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 41 FOCUS STUDENT VOICE

9th grader Michelle Nelson, 15, says of 8th-grade math teacher Tonya Hooper: “She has a way of joking around with students and making her students feel like they’re important.”

RELATIONSHIPS WITH STUDENTS MAKE A DIFFERENCE

BY MICHELLE NELSON One day I decided to thank Mrs. cause us to struggle. She makes sure Hooper for all of it, but she brushed that all of her students understand hen I started the 8th grade, I was off my thank you with the words, the content and was willing to revisit Wterrified. I had always struggled “Michelle, I’m just doing my job.” information that wasn’t quite learned with math, and everyone says that 8th- And it hit me, all this time I thought yet. grade math is so hard! But when class she was going over and above, but she And still, she held us accountable started, it was different from any math just thought that it was expected. Her for our own learning. She instructed class I had ever taken. We took notes comment stuck with me, and I started us to look at our notes when we had almost every day, and almost anytime to wonder, what, exactly, is a teacher’s questions, she helped us through I was confused, Mrs. Hooper was there job? And what makes Mrs. Hooper so problems without giving the to help. As I started to learn and realize great? Does her teaching style make answer, and she let us know that that I was good at math, I started loving her a better teacher? Am I more open she understands we have lives and it. I was finally looking forward to math to learning from her because I like her? other things going on outside of her every day, and it was usually the best What if I don’t like a teacher — does classroom. hour of my day. that affect my learning? Should it? I learned more in that 8th-grade I wish more teachers knew what I’m not sure I know any of these math class than I have in any of my Mrs. Hooper knows, that they answers, but I do think I know how other classes. It doesn’t surprise me understood the impact of her organized Mrs. Hooper built relationships with when Mrs. Hooper’s former students, classroom, her welcoming hugs or high all of us 8th graders. She has a way now in high school, come back to fives each day, the way her classroom of joking around with students and visit. Neither those students nor I smelled like Fruity Pebbles, the way making her students feel like they’re will remember everything that she she made us take notes every day, and important. She knows our names, our taught us, but we will remember the the way she held us accountable for our handwriting, and pretty quickly within connection. ■ learning. the year, she knew which lessons might

42 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 IDREACH. INVESTIGATE. DISCOVER.EAS

HOW ARE WE DOING? LET’S CHECK IN o put it simply, public reflective “Tpractice is a check-in: How are we doing, what are we learning from practice, what changes are making a difference, and so on. Teachers have these kinds of conversations privately but rarely have a chance to think out loud with others about what they are coming to understand about teaching and learning. That is a missed opportunity.” — “Learning conversations,”

p. 44

FebruaryFebruary 2020 2020 | Vol. | 41 Vol. No. 41 1 No. 1 www.learningforward.orgwww.learningforward.org | The | LearningThe Learning Professional Professional 43 43 IDEAS

LEARNING CONVERSATIONS TURN REFLECTION INTO A PUBLIC DIALOGUE ON PRACTICE

BY DIANE P. ZIMMERMAN AND WILLIAM A. SOMMERS

ducation experts generally center in PLC work — that is, reflective teaching and learning. That is a missed agree that reflection on practice needs to become public. opportunity. practice is essential for To put it simply, public reflective One reason that reflective practices improving teaching. Yet, in practice is a check-in: How are we are not made public is that this type of our experience, professional doing, what are we learning from conversation requires a specialized skill Elearning communities (PLCs) spend practice, what changes are making a set that educators do not always possess. little time engaged in reflective difference, and so on. Teachers have Unlike discussions, which comprise the practices. In light of the increasing these kinds of conversations privately discourse of most meetings, reflective demands on educators for excellence but rarely have a chance to think out conversations are a form of dialogue. and accountability, reflective practice loud with others about what they Discussions tend to go one of two conversations ought to be front and are coming to understand about equally unproductive ways: Participants

44 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 talk about how they agree and reinforce When teachers can work together to plan for PLC meetings each other, or they discuss how they collectively describe how that focus on reflective practice. The don’t agree and either argue or go figure on p. 46 will help familiarize you separate ways. It sometimes becomes a they make a difference for with the terms, which are described win-lose proposition. learning, they demonstrate here. In contrast, a reflective conversation is characterized by the discipline of collective teacher efficacy Reflective conversations collective thinking and inquiry, in and pass on learning The first two frameworks on which participants seek to understand legacies to their students the continuum describe reflective and learn from each other. It is not conversations in the purest form. debate, not argument, and often not and the next generation of Reflective conversations and humble even agreement. teachers. inquiry both use open-ended questions Dialogue requires that the to invite the coachee to talk, explore, conversation slow down and that FRAMEWORKS FOR REFLECTION examine, and reflect on a professional participants take turns reflecting on Over our 40-year careers, we have dilemma. what they are coming to understand. used many frameworks to create and Edgar Schein, the developer of When participants take time to think, extend reflective conversations. For our humble inquiry, found that if he summarize, and inquire of each other, book, Nine Professional Conversations let a person answer the question, they learn how others are thinking and to Change our Schools: A Dashboard of “What is going on, and what is the acting. Options (Sommers & Zimmerman, appropriate thing to do?,” the client This knowledge becomes 2018), we drew from both business and inevitably solved the problem. Over cumulative and begins to coalesce into education thought leaders to describe the course of his career, Schein came to a collective knowledge base. When nine frameworks that have been understand that what his clients needed teachers can collectively describe how particularly helpful to us. was a reflective coach, not a directive they make a difference for learning, While we write about each of consultant. they demonstrate collective teacher these frameworks individually, in our efficacy and pass on learning legacies to work we have found that once a basic Framed reflections their students and the next generation framework is understood, the elements These conversations have a bit of teachers. can be mixed and matched to meet more structure in that the cognitive For this reason, we believe that the team learning needs. coach focuses the inquiry on goals and essential work of PLCs is learning how To organize our thinking, we placed the resolution of those goals. In the to enter into a reflective conversation. each of the conversation frameworks conversation framework, called SCARF, To help guide PLCs in this work, we on a continuum, starting with the most the coach inquires to clarify which of have reviewed existing conversation open-ended and progressing toward five personal motivations (SCARF is frameworks and outlined how some of the most directive. This continuum the acronym for these motivations) them can help educators collaborate has proven useful for leaders and team are driving decision-making. This and build knowledge. members in thinking about how best to framework is particularly useful if the

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 45 IDEAS

NINE PROFESSIONAL CONVERSATIONS TO CHANGE OUR SCHOOLS

Stakeholder-centered coaching (Goldsmith, 2015) REFLECTIVE DIRECTIVE

Calibrating SCARF conversations Positive deviance (Rock, 2010) (Sternin, 1991)

Cognitive Coaching Conflict to consensus (Costa & Garmston, 2015) Framed Framed (Chadwick, 2013) reflections directions

Humble inquiry FRISK (Schein, 2013) (Andelson, 1994)

Reflective MOVE conversations Accelerating collective efficacy (York-Barr et al., Reflective Prescriptive (York-Barr et al., 2016) conversations Transforming conversations 2016) Authoring CAN CAN’T WILL Stressors WON’T OPEN CLOSED

coachee has an emotional overtone to does not appear to want to work with framework. the reflection. the data. The key is that even though After getting the issues on the table, the conversation has a “directive” Sommers asked both sides to list their Calibrating conversations quality, ultimately the conversation worst possible outcomes. This brought At the top of the arc is stakeholder- must become about reflection. out the first agreement, from both sides, centered coaching, developed by that resignation of the coach would be Marshall Goldsmith. This type of Framed directions the worst possible outcome. The group conversation focuses on data that have The next set of conversations took a break. been collected from peers, supervisors, depends on external data that are On return, Sommers asked each and constituents. This data set now collected and then used for reflection side to list the best possible outcomes. frames the conversation. Once the data either with individuals or a group. In Through this process, both sides agreed are understood, the coach then reflects these conversations, stakeholders face to work on effective communication with the coachee about how the data brutal facts (e.g. many students are among the coach, the parents, and the can be used to inform actions. failing math) and then look for and players. The end result was that the One of the valuable elements of learn from pockets of success (e.g. coach finally understood what had stakeholder data is that the coachee teachers whose students are not failing). made the parents so angry, and the really cannot argue with the data For example, positive deviance parents committed to supporting the because they know it represents others’ outlines a data collection process that coach’s decisions. perceptions. But the coachee must be looks for outliers — teachers and willing to reflect on his or her own students who manage to defy the Prescriptive conversations behavior related to the data. As coaches, odds — and examines their practices Finally, the last two conversation we could provide the data, discuss that could be extrapolated to other types in our continuum are, at their what they might mean, and even give classrooms. core, prescriptive. Here, the coach suggestions, but ultimately the coaching Conflict to consensus provides a describes the problem and prescribes will not be effective if the coachee is not framework for dealing with conflicts. changes. Some educators think this on board. William Sommers successfully resolved approach is only for administrators, Indeed, Goldsmith terminates the a high-drama conflict between a but we have taught it to teacher leaders coaching relationship if the coachee parent and hockey coaches using this as a way to deal with dysfunctional

46 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Learning conversations

CONVERSATION FRAMEWORKS

Framework Purpose Initiating questions

REFLECTIVE CONVERSATIONS

Reflective conversations Open-ended reflection on professional What are you thinking about …? (York-Barr, Sommers, Ghere, & Montie, practice. 2016)

Humble inquiry Open-ended reflection on a What is going on ...? (Schein, 2013) professional problem.

FRAMED REFLECTIONS

Cognitive Coaching Focus on goal setting, the collection What are you planning? How will you (Costa & Garmston, 2015) of evidence, and reflection on the know if it is going as planned? How learning. did it go?

SCARF Focus on team motivations for reward What is motivating our behaviors? Status, certainty, autonomy, relationship, or threat. fairness (Rock, 2010)

CALIBRATING CONVERSATIONS

Stakeholder-centered coaching Reflect and act on feedback given by What can you learn from the feedback (Goldsmith, 2015) stakeholders that would inform your work?

FRAMED DIRECTIONS

Positive deviance Find success, study it, and reflect on What can we learn from others’ (Sternin, 1991) ways it can be replicated. successes?

Conflict to consensus Parse out conflict by reflecting on What is the worst-case scenario? What (Chadwick, 2013) worst and best cases. is the best-case scenario? What can we learn from these?

PRESCRIPTIVE CONVERSATIONS

FRISK Establish and communicate clear How can you meet these expectations? Facts, rules, impact, suggestions, criteria for change. knowledge (Andelson, 1994)

MOVE Create an exit strategy. What other options do we have before Move, outplacement, voluntary change, exit termination? (York-Barr, Sommers, Ghere, & Montie, 2016) group behaviors. The key, once again, reflection about how appreciations are I need to figure out what led to this is that once the data are articulated, both given and accepted. decision (Knowledge) and what we then the reflection needs to shift toward Her initial set-up had followed a might want to do collectively.” how changes can be made either by simple FRISK formula: (Fact) “The The ensuing dialogue ended up individuals or a group. superintendent wants me to nominate shifting the culture of the school by The FRISK (also an acronym for the a teacher of the year from this school, encouraging authentic appreciations. It steps that lead to direct feedback) process and several of you have told me this turns out the teachers had no problem can be an effective way to get groups to school doesn’t do this. (Rule) The with recognition if it was deserved but reflect deeply about a hot issue. Diane superintendent seems to think I need to believed that some who had received Zimmerman used a variation of FRISK ignore past practice (Impact), and this the award in the past had not been to guide a group of teachers into a deep makes me uncomfortable. (Suggestion) Continued on p. 51

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 47 IDEAS

ENT DIFFER A IND K CLUB OF BOOK

CHOICE AND VOICE FUEL LEARNING IN HAWAII’S TEACHER LEADER ACADEMY

BY SANDY CAMELI

chools and districts have Fast-forward months later, when in Na Kumu Alaka’i Teacher Leader held book clubs for dust has settled on a collection of Academy are breaking this mold by professional learning for professional readings and the purpose engaging in unbook clubs (Cameli, decades. Unfortunately, the has ultimately been forgotten. Topics 2013), shared learning experiences that scenario often looks like this: and titles preselected by an individual focus on a topic but are not limited SAn administrator hands out a book or small team limit the impact of such to one reading or resource. Similar to and asks the staff to read, discuss, and professional learning. This one-size- open space experiences (Open Space prepare to act on the latest initiative fits-all format rarely yields beneficial Institute, n.d.) or unconferences in education. This is often followed outcomes for leaders, let alone those (Unconference.net, n.d.), unbook clubs by staff members returning to their being led, especially if rationale begin with participants posing ideas or classrooms or offices, sticking the title or relevancy have not been clearly suggestions about themes, topics, or on a shelf, and forgetting about the identified. goals, then inviting others to join in a assignment, as the life of school takes In the Hawaii Department of conversation. over. Education, educators participating Participants bring information

48 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 ABOUT THE NA KUMU ALAKA’I TEACHER LEADER ACADEMY

ducators participating in Na EKumu Alaka’i Teacher Leader Academy attend professional learning sessions aimed at nudging master teachers out of the classroom and into leadership roles to impact peers and school or district-level initiatives. Coupled with the Teacher Leader Model Standards (NNSTOY, 2017), the Hawaii Department of Education (HIDOE, n.d.) uses its Leadership Competencies The structure of an unbook club provides exposure (HIBOE, 2015) to provide a strong to multiple sources while also honoring foundation for innovation, the fluidity of objectives and outcomes. collaboration, and personal and professional growth for all its or knowledge about the agreed-upon garners the most enthusiastic feedback. aspiring and practicing leaders. topic and share in small or large groups. One example: In September 2017, Professional learning is Resources often come from books or a group of curriculum coordinators designed to promote and endorse articles, but they also include TED and academic coaches decided to focus talks, webinars, podcasts, personal on the problem of practice of effective educational leadership in Hawaii’s musings, and online collections. The coaching and facilitation strategies. public schools and align with the structure of an unbook club provides The six participating teacher leaders eight competencies identified: exposure to multiple sources while made a commitment to one another achievement focus, instructional also honoring the fluidity of objectives to seek out resources, experiences, and learning leadership, family and outcomes. A facilitator can help and opportunities to bring back to and community engagement, participants maximize the learning the group on this topic. Before the experience, but the discussions are next convening, they created a Google talent development, reflection meant to be grassroots and flow based doc for the team to upload collected and integrity, communication and on individual and shared goals. resources to share and build on. relationships, change leadership, and resource leadership. FINDING FOCUS SHARING RESOURCES Teacher leaders are invited Teachers from across the state Six weeks later, the teacher leaders to leverage their expertise as of Hawaii participate in the Teacher were ready to share resources. They Leader Academy. They bring a agreed on a structure for the 70 minutes practitioners to promote learning, multitude of backgrounds and allotted during the convening: opening improve practice, and help grow experiences to the program, from (five minutes); individual sharing (20 capacity within others. Thus, when early childhood through high school minutes); deeper conversations (30 choice and voice are routinely teaching, urban and rural communities, minutes); and closing/next steps (15 embedded into professional and multigenerational experiences, minutes). development, talent is expanded which allow for rich and relevant During the opening, the group discussions. revisited the theme of coaching and and leadership shared between The academy allows teacher leaders facilitation identified during the first colleagues. to participate in action research, session. One participant reviewed the examine their individual growth previous session’s brainstorming notes through reflective writing pieces, and and invited members to add updated hone collaborative and facilitative skills goals to the shared document. to lead others. But it is the opportunity During individual sharing, each to engage in an unbook club that participant took three minutes to share

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 49 IDEAS

AHA! TEMPLATE FOR COLLABORATIVE CONVERSATIONS

(A)wareness (H)elp? (A)ct!

Summary of new information shared What questions do I have? Next steps, ideas to pursue • “Finding Your Voice” — V. von • How do we plan for hard • Set timeline for a curriculum Frank. conversations? coordinator blog. • Facilitating strategies — • What models/training exist to • Revisit unbook club resources and differentiating between dialogue support teachers transitioning conversations quarterly. and discussion. from classroom to nonclassroom • (Teacher X) to invite/host team to • Use of sentence stems (i.e. roles to support colleagues/peers? school for walk-through visitations paraphrasing, clarifying, • How do we empower those in spring. mediational Qs, nonjudgmental, teachers — who often don’t realize collaborative conversations). the value of their contributions — • Introduction of trust scales to help with peers who would benefit from build relationships between peers/ a mentor? teams.

contributions to pique interest for the conversations, building capacity within learning leaders. In this way, unbook forthcoming engaging conversations. a school, and cultivating leadership clubs and other models and protocols Then the group began discussions on opportunities for others, for the next they obtained through the program are the various topics, either as a whole or gathering in January 2018. replicated and prove to be invaluable working in small groups. The team’s concentrated effort not resources beyond the original cohort of Originally seated in six chairs only allowed each coach or coordinator participants. around one large table, the teammates to elevate his or her individual skill set, This opportunity to “lead from soon broke off into pairs and trios based but the opportunity to share problems behind,” by guiding peers through on their desire to seek understanding of practice for this role group added self-selection of professional growth through deeper conversations. And, value to the program as a whole and opportunities, is a value-added similar to the Law of Two Feet (Bagley, the K-12 school representatives in contribution to participants’ careers 2014), in which individuals move attendance. The collective efforts of all and to their schools and districts. freely between conversations based on participants contributed to building Participants have told us that the self- interest and resources provided, the an ongoing library of resources and directed learning helps them be more teacher leaders simply regrouped their professional learning scenarios that reflective. chairs around the table as conversations could be replicated at other schools or The unbook club format is just naturally ebbed and flowed until the learning environments. one example of how learning leaders unbook club came to a close. And, although the academy develop ownership for their professional As participants gained new cohort formally convened for just one growth while also honoring relevancy perspectives and challenged their own school calendar year, the unbook club for individual and collective needs. thinking, they used the Aha! tool (see structure enabled the 40-plus teacher An unbook club may not work in all above) to capture the experience, record leaders to continue conversations, environments, nor will all participants questions, and plan for next steps. reflections, and exchanges into be eager to embrace the ambiguity of As the designated time waned, subsequent years, as shared through direction for this type of professional the group reconvened for closing and emails, social media posts, and development. next steps. Using the original shared presentations at local workshops and However, when given the document as a collection tool, the conferences. opportunity to include multiple group highlighted additional resources perspectives and ideas during a to pursue as common goals, in addition PAYING IT FORWARD dedicated time frame for professional to their independent work supporting Many Teacher Leader Academy growth, teachers demonstrate increased school-level initiatives. graduates and teacher leaders at the ownership and are more proactive They agreed to continue leading school level are often tasked with using — something that becomes visible to and learning together and identified what they learned to motivate peers and educators at the school, district, and secondary topics, such having hard pay it forward to the next generation of state levels.

50 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 A different kind of book club

REFERENCES Leadership Institute. Available at Leader Model Standards. Available at Bagley, R.O. (2014, August boe.hawaii.gov/Meetings/Notices/ www.nnstoy.org/teacher-leader-model- 18). How ‘unconferences’ unleash Documents/2015-11-17%20HR/ standards. innovative ideas. Available HR_11172015_Update%20on%20 Open Space Institute. (n.d.). at www.forbes.com/sites/ Leadership%20Institute.pdf. About Open Space Institute. Available at rebeccabagley/2014/08/18/how- Hawaii Department of Education. osius.org/content/about. unconferences-unleash-inn ovative- (n.d.). Professional development: Unconference.net. (n.d.). ideas/#1539481645bd. The Leadership Institute.Available Introduction. Available at www. Cameli, S. (2013, December 13). at www.hawaiipublicschools. unconference.net. Un-leading. Available at tlahawaii. org/TeachingAndLearning/ • blogspot.com/2016/12/un-leading. EducatorEffectiveness/Profes Sandy Cameli (sandy.cameli@ html. sionalDevelopment/Pages/Home.aspx. k12.hi.us) is an educational specialist Hawaii Board of Education. National Network of State for the Hawaii Department of (2015, November 17). Update on Teachers of the Year. (2017). Teacher Education in Honolulu. ■

Learning conversations

Continued from p. 47 understanding of how to make changes sccoaching.com. deserving. They agreed that excellence and move toward more successful Rock, D. (2010.) SCARF: A at their school could be awarded and professional practices. brain-based model for collaborating should be recognized, but that this with and influencing others (Vol. might mean not participating every CHOOSE A STARTING PLACE 1). The NeuroLeadership Journal. year, reserving it for times it was really There is no one perfect Available at neuroleadership.com/ warranted. conversation. We recommend that portfolio-items/scarf-a-brain-based- The final conversation type, coaches and facilitators choose a starting model-for-collaborating-with-and- MOVE, is useful when all the above place and then shift the conversations as influencing-others. strategies have been tried. When a needed. Finally, the most valuable part Schein, E. (2013). Humble inquiry: person is still unable or unwilling of these conversations is the cumulative The gentle art of asking instead of telling. to make necessary changes, and the impact they have on the culture of our San Francisco, CA: Berrett-Koehler. behavior impacts the classroom or schools. Sommers, W.A. & Zimmerman, professional practices in a negative way, As teachers experience more and D.P. (2018). Nine professional the administrator needs to step in and more of these productive collaborations, conversations to change schools: A create an exit strategy. Conversations they became proactive and suggest dashboard of options. Thousand Oaks, guided by MOVE can help facilitate other reflective conversations, and they CA: Corwin Press. and ease that difficult process. begin to find ways to use these same Sternin, J. (1991). What is positive When conducted with a supportive, reflective practices with their students. deviance? Positive deviance initiative. firm message, “This is not working and Available at positivedeviance.org. you need to move on,” we have been REFERENCES York-Barr, J., Sommers, W., surprised to observe shifts. When this Andelson, S.J. (1994). The Ghere, G., & Montie, J. (2016). conversation frames multiple options FRISK documentation materials. Reflective practice for renewing schools and communicates the supervisor’s Available at cindymiller.wordpress. (3rd ed.). Thousand Oaks, CA: Corwin. intent to move the employee on, com/2008/07/08/114. • the employee starts to move toward Chadwick, R. (2013). Finding new Diane P. Zimmerman options. When an employee realizes ground. Terrebonne, OR: One Tree. ([email protected]) is a writer that his or her job is in jeopardy, he or Costa, A.L. & Garmston, R.J. and independent consultant and she can become motivated enough to (2015). Cognitive Coaching: Developing William A. Sommers (sommersb4@ change. self-directed leaders and learners (3rd gmail.com) is a leadership coach and Sometimes it is too late to ed.). Lanham, MD: Rowman & independent consultant and a former change the trajectory, but in good Littlefield. member of the Learning Forward conscience we know we are sending Goldsmith, M. (2015). Stakeholder board of trustees. ■ this person to the next job with a better centered coaching manual. Available at

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 51 IDEAS

The first

teaching frame

was disciplinary

communication.

When teachers

encouraged

students to

“turn and

talk,” or share

their thinking

with a partner rather than REBUILD just listening AND REBOOT to the teacher, CALIFORNIA DISTRICT’S TEACHER-DRIVEN APPROACH instruction FOCUSES ON EQUITY

began to BY RUBEN REYES, JOANNE BOOKMYER, SUSAN O’HARA, DEBI PITA, AND BOB PRITCHARD change almost hat drives many capacity to provide effective instruction, immediately. educators is the the Robla School District in Sacramento, need to advocate for California, in partnership with UC Davis, students for whom is re-envisioning its professional learning our system does not support system. Wwork. We need to find ways to close In 2016, the district realized that its the equity gap for English learners and professional learning approach was not kids living in poverty, and that means improving teaching and learning. Like we need to find ways to improve their many districts, Robla offered a variety access to a high-quality education. As of disconnected professional learning a key strategy for building teachers’ initiatives. There was, for example, an

52 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 initiative targeting student performance HOW ROBLA'S PROFESSIONAL LEARNING HAS EVOLVED for English learners and low-income students (the majority of the student Previous professional learning Current professional learning population) and another to develop • Planned by district office • Planned by an inclusive group of a better teacher evaluation system. administrators. leaders, including teacher leaders. Layered on were additional professional • Content focus one year at a time. • Long-term focus on transforming learning activities, mostly targeting instructional practice. popular topics or new state initiatives. This piecemeal strategy was not • “One-shot” training with no • Ongoing coaching from professional follow-up. learning support teachers focused yielding the results we hoped to see, on content from professional and so, when we embarked on an effort learning days. to improve professional learning, we purposefully began moving toward a more coherent approach. Key factors these teaching frames into instructional immediately. to that approach are: sharpening practices that relate specifically Our long-held assumption that our focus on effective instructional to teachers’ current work in their teachers should do most of the talking practices; redefining the role of leaders; classrooms, for example, to activities in while students passively listen and and creating dedicated time, staff, and the district-adopted English language soak in knowledge quickly fell away. structures for professional learning. arts curriculum. Teachers came to understand why it is In the Robla School District, we important to involve students in their COMMON LANGUAGE defined coherence as the consistent own learning, and all district schools The first step was realizing that use of high-impact teaching practices began to see the potential benefits we would need a shared definition of in all classrooms at all grade levels. of working together to create new effective teaching to even begin talking These teaching practices also need a classroom environments in which there about teaching practices. After much foundation of high expectations for was time for student talk. deliberation, we chose to adopt the students as stated in the district vision We have now progressed to the Strategic Observation and Reflection statement: “Every student reaches second frame, disciplinary discussion, (SOAR) Teaching Frames for literacy their potential in a growth-minded which focuses not only on producing and English language arts (O’Hara & environment rich in challenging language but also the skills required to Pritchard, 2016), a set of 10 essential practices and reflective learning for all.” hold a productive conversation with instructional practices organized into We adopted the teaching frames a peer. This involves listening and six frames. in stages. The first was disciplinary building on others’ ideas. SOAR, which is anchored in the communication, which focuses on With the introduction of additional Common Core State Standards and the encouraging students to speak and teaching frames, we continue to make California Standards for the Teaching write more. When teachers encouraged consistent progress toward the use Profession, is aligned with the district’s students to “turn and talk,” or share of high-impact teaching practices educational objectives. We were able their thinking with a partner rather that engage students in meaningful to work directly with the developers than just listening to the teacher, discussions with each other. We see (EPF for teaching, 2018) to translate instruction began to change almost evidence of this success in a variety

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 53 IDEAS

of ways, including districtwide approach, we needed new definitions teachers work in pairs to provide improvements in standardized testing. of the roles of leaders in our system ongoing support to other teachers on For example, standardized test and that those leaders needed to create request. On any given day, one member scores in language arts showed a 5% structures and systems of support. of the pair is teaching in the classroom gain in students who are meeting grade- The leaders’ roles cross administrative while the other member is supporting level standards across the district. This levels and include: professional learning colleagues throughout the school is important when you compare it to support teachers, principals, district district. a 1% gain in Sacramento County, leaders, and external partners. This approach has deepened the where Robla is located, and a 1% gain interactions between professional statewide. Professional learning support teachers learning support teachers and other We plan to continue adding frames Redefining teachers as leaders with teachers, while still allowing the each year. We are adding a third frame, active roles in planning professional professional learning support teachers complex texts, during the 2019-20 learning has created an essential system to grow their own instructional school year. resource (O’Hara, Bookmyer, Martin, practice. As a result, they are able to & Newton, 2018). One important share strategies, resources, successes, SHIFTING ROLES AND strategy for doing so was creating and missteps from their own teaching, EXPECTATIONS professional learning support teacher for example, as related to the adopted Simultaneously to introducing positions. The position combines district curriculum. SOAR, the district began creating the classroom teaching with coaching and Robla School District adopts structure for a professional learning other forms of professional learning curriculum according to the cycle set support system. We recognized that support. forth by the state of California. Our to transform our professional learning Professional learning support adopted language arts curriculum is

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54 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Rebuild and reboot

Wonders, published by McGraw- Professional learning support Now, four years later, the role of Hill. But teachers focus directly on the principal is slowly transforming. grade-level standards and instructional teachers work in pairs to Effective leadership is a regular topic of practices outlined in SOAR to choose provide ongoing support to discussion at administrator meetings, parts of the curriculum that are the best other teachers on request. On and the work of Michael Fullan (2014) fit. We believe this promotes teacher has provided insight to principals efficacy as well as coherence. any given day, one member in the role they play in supporting During professional learning of the pair is teaching in teachers’ individual growth as effective support teacher meetings, we saw instructors. that the professional learning support the classroom while the Doing so requires that principals teachers could provide unique insights other member is supporting take an active role in learning about that could help inform the district’s effective teaching practices. Principal colleagues throughout the next steps for professional learning. meetings have evolved into professional Not only were the professional learning school district. learning communities, restructured to support teachers among the most minimize operational items that used to reflective of teachers in the district, do so. But if there was no interest, consume most of the agenda. they were having daily interactions the evaluation documents gave the Administrators learned that the with teachers at all schools and all grade principal and the teacher a wide variety details of management work could just levels. of topics to discuss that had little to do as easily be communicated in emails Until coming to this realization, with the effectiveness of the teacher’s and phone calls. This bought time a dedicated group of informed instructional practice, such as room for more in-depth discussion about administrators planned all district environment or adherence to district instructional practice, as well as time to professional learning. Now, Robla policies. collectively draw on data from teacher involves all teachers in the planning by Additionally, a principal would observations as a formative assessment administering surveys at the end of all observe a teacher once, sometimes of teaching practice. Today, principals learning sessions and through feedback twice, during a school year and have a much deeper understanding of provided during professional learning could provide feedback on behavior how they contribute to the district’s community (PLC) meetings, and management, classroom environment, learning community. professional learning support teachers fidelity to adopted curriculum, and The change in the structure of provide feedback and insights about the professional behavior. Unfortunately, administrator meetings is serving as pacing of new learning for teachers and this approach meant no one needed a model for school staff meetings. where they need more support. to focus on the details of actual Principals, who have always recognized Involving teachers in planning instruction. There was no requirement that they have precious few hours their own professional learning has and little incentive to stay abreast of any each month with their teachers as a added a new level of effectiveness and new developments in the field. group, have come to realize that those buy-in from teachers, which is reflected However, for a learning community hours could be better spent discussing in teacher evaluations and changing to thrive, principals have to have teaching and learning. They are now classroom practice. an active role with teachers and finding new ways to communicate instruction. For Robla, that meant about issues such as school parent Principals finding a way to change how principals nights, cafeteria procedures, and field In the midst of this work, we saw interacted with teachers, each other, trips. that the role of the principal was critical and the district. We started with small Principals also learned that if they to any efforts to bring coherence to changes: We encouraged principals to visited classrooms in teams, they were teaching throughout the district. spend more time in classrooms and more likely to get out of their offices The principalship had previously observe the instruction taking place in and see what teaching looked like at been defined as the role of a manager. If their schools. other schools. They hold each other a principal wanted to become involved We also asked principals to accountable for classroom observation in instructional matters, it took place attend and sit alongside teachers time and can process what they see with during the teacher evaluation process, during professional learning. Initially, their administrative colleagues. which occurred every other year for principals weren’t comfortable being permanent teachers. present in these sessions, nor did The district role If, during a teacher’s evaluation teachers understand what they were Shifting Robla’s instructional year, the principal chose to discuss the doing there. But, confident this change culture required an intentional shift in finer details of teaching, he or she could was necessary, we persisted. the culture of the district toward a focus

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 55 IDEAS

on educators’ learning and growth. From the beginning of this a system that ensures effective teaching. This meant developing schedules that process, the superintendent’s Coherence is the result of aligning allowed teachers to learn together the pieces (i.e. effective teaching during their professional day, instead role has been to build inclusive practices, collective professional of on their own time after school. It leadership, which guides each learning opportunities, conditions also meant tripling the amount of step of the process. that ensure professional dialogue takes time dedicated to professional learning place, and a culture that cultivates local communities each week and focusing teacher community) in support of our staff meetings on instructional practice overarching aim: equity for students. rather than operational tasks. community to discuss current practices We have created the foundations for In addition, we added two and set direction for meetings based a sustainable learning support system professional learning days each school on what they are hearing from their that invests in the ongoing professional year for a total of four, interspersed colleagues. growth of teachers and administrators. throughout the school year to allow Making these pieces work required Most importantly, we have learned to teachers to practice their new learning active superintendent support. From rely on our own abilities as reflective in their classroom then come back the beginning of this process, the practitioners and members of the larger together as a learning community to superintendent’s role has been to build educational learning community. check on progress and plan next steps. inclusive leadership, which guides each PLCs are central. The current step of the process. This has included REFERENCES system allows grade-level teams at each articulating a district vision statement EPF for teaching. (2018). SOAR school to meet for up to 120 minutes that describes a growth-minded Teaching Frames for Literacy deep each week while students receive environment rich in challenging dive manual: Disciplinary discussions enrichment instruction in visual art, practices and reflective learning for in elementary classrooms. Davis, CA: physical education, and technology adults and students. Author. from qualified teachers at their school. Fullan, M. (2014). The principal: Notes from these meetings are shared External partnerships Three keys to maximizing impact. San with each team’s principal, which Through this work, we have Francisco, CA: Jossey-Bass. allows the principal to provide feedback come to better appreciate the value O’Hara, S., Bookmyer, J., Martin, and guidance. of thought partners. Connecting to R., & Newton, R. (2018). Theory Principals and professional external resources such as UC Davis of action for resourcing professional learning support teachers can also has allowed Robla, a small elementary growth. Journal of Professional Capital attend these professional learning district, to move beyond the notion and Community, 4(1) 52-65. community meetings to monitor that limited internal resources were an O’Hara, S. & Pritchard, R. progress, and they often ask questions insurmountable barrier to taking on (2016). Framing teaching for that challenge teachers to go deeper in complex systems change. Common Core literacy standards: their examination of students’ formative Forging a partnership based in SOAR Teaching Frames for Literacy. assessment data. Such guidance is collaborative learning has proven Psychology Research, 6(2), 92-101. especially important in situations when mutually beneficial to the district and • all teachers at a grade level are new to UC Davis. Further, it has opened the Ruben Reyes ([email protected]. the profession or the district. door to connections with other districts ca.us) is superintendent of Robla In addition, districtwide engaged in similar work, as well as School District in Sacramento, professional learning community to financial support (i.e. grants and California. Joanne Bookmyer meetings now happen three times a donors). ([email protected]) is senior year, providing an opportunity for director and Susan O’Hara (sohara@ all teachers at a grade level to come MAKING CHANGE STEP BY STEP ucdavis.edu) is executive director of together under the guidance of a grade- Our approach to re-envisioning the Resourcing for Excellent Education at level facilitator, a high-level teacher district’s professional learning support UC Davis School of Education. Debi leader. Many of these facilitators are system doesn’t come with a set of Pita ([email protected]) is vice professional learning support teachers, instructions, and, while it draws heavily president for professional learning but some are grade-level leaders who on the use of data, it isn’t data-driven. and Bob Pritchard (rpritchard@ have stepped forward to provide Rather, it is teacher-driven and relies epfteach.com) is co-founder of EPF guidance to their peers. on continuously asking ourselves what for teaching. ■ Further, the facilitators themselves concrete action we might take next to meet regularly as a professional learning move the district one step closer toward

56 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 TDISCUSS. COLLABORATE.O FACILITATE.OLS

STRONG, ENGAGING INSTRUCTION MATTERS NTP’s report, The Opportunity Myth, set out to answer the question of why so many young people Tgraduate high school unprepared to meet their college and career goals. After observing nearly 1,000 lessons in five districts, TNTP researchers reported that students were mostly on task and doing what was expected of them but often lacked access to strong, engaging, and grade-appropriate instruction. One of the key problems was that “too often, we saw teachers making choices that protected — or prevented — students from doing the thinking of the lesson. … Even when we did see students offered grade-appropriate assignments, their teachers engaged them effectively with that content less than half the time, and students had the chance to do the deep thinking of the lesson just a quarter of the time. … In other words, in many classrooms where the content had potential, students weren’t actually reaping the benefits because they were not doing the hard work themselves.” This issue’s tools offer instructional strategies that shift the thinking load to students. Source: tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 57 TOOLS

SHIFT THE THINKING LOAD TO STUDENTS INSTRUCTIONAL STRATEGIES PROMOTE PROBLEM-SOLVING ABILITIES

n 2018, TNTP published The • Ask questions and assign Opportunity Myth: What Students TO LEARN MORE tasks that require critical Can Show Us About How School Is thinking. Letting Them Down — and How For more information • Give all students a chance to Ito Fix It. The report’s findings were and resources on all four do the work. troubling: Students spent more than improvement areas, visit • Check for understanding tntp.org/student-experience- 500 hours a year on assignments that frequently and strategically. toolkit. weren’t rigorous or grade-appropriate • Hold high expectations for and said they were engaged in their student responses and ask classes less than half the time. These targeted follow-up questions. patterns were most pronounced for into a reflection tool for shifting • Facilitate academic discussion students of color, English learners, the cognitive load to students from and feedback among those from low-income families, and teachers so that students are actively students. those with disabilities. engaged, use critical thinking, There are also two foundational In response, TNTP created and demonstrate understanding. practices included in TNTP’s the Student Experience Toolkit, a Coaches, teacher leaders, and other resource that may not be obvious set of resources to help educators, professional learning leaders can use in a scheduled observation but are policymakers, and families improve this tool in partnership with teachers essential for this work and worthy of the learning experience for students to observe, discuss, and reflect on discussion: by focusing on four key areas: grade- current practices and how to expand • Proactively build academic appropriate assignments, strong them so that students own the mindsets with students. instruction, deep engagement, and thinking in the classroom. • Set clear behavioral and high expectations. This nonevaluative tool focuses academic expectations for Learning Forward worked with on the following principles and student participation and TNTP to turn one of those resources practices that embody them: work.

58 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Shift the thinking load to students

SHIFT THE THINKING LOAD TO STUDENTS

INSTRUCTIONS:

This nonevaluative tool can be used by coach-teacher pairs to guide observation and discussion. Alternatively, it can be used by teachers or teacher leaders for self-reflection.

1. Pick one or more of the categories as your focus. 2. Select a time frame for observation and reflection. You may decide to do several observations before discussion, as the practices included here may be observed during some lessons or periods more than others. 3. Reflect on and discuss the strategies that were used effectively and others that could be used more. Note that the strategies described here are examples. You should not expect all of them to be used. Rather, each item should inspire a conversation and ideas for improvement. 4. After reflection and discussion, set specific goals and a plan for implementing changes in practice. 5. Conduct follow-up observations and reflection to continue the learning and progress.

ASK QUESTIONS AND ASSIGN TASKS THAT REQUIRE CRITICAL THINKING. q Instruction uses the language embedded in grade-level standards to reflect the appropriate level of thinking for target standard(s).

q Lessons that involve a text include text-dependent questions that focus on the most important details or ideas in the text to deepen students’ understanding of what they read.

q Activities immerse students in real-world problem-solving and prompt them to explain and justify their thinking.

q Teacher poses more open-ended questions than closed-ended questions.

q After asking a closed-ended question, teacher follows up with open-ended questions (such as “How did you get that answer?” or “Why do you say that?”).

EXAMPLES AND EVIDENCE

NOTES

Source: TNTP. (2018). The student experience toolkit. Available at tntp.org/student-experience-toolkit.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 59 TOOLS

SHIFT THE THINKING LOAD TO STUDENTS, continued

GIVE ALL STUDENTS A CHANCE TO DO THE WORK. q Students are expected to take responsibility for answering questions before teacher calls on someone to respond.

q Students have opportunities and necessary materials to answer questions nonverbally, for example, by showing written responses on whiteboards or holding up fingers to represent multiple choice answer options.

q During group work, teacher assigns roles to all students to ensure that all students participate.

EXAMPLES AND EVIDENCE

NOTES

CHECK FOR UNDERSTANDING FREQUENTLY AND STRATEGICALLY. q Teacher checks for understanding of each of the key concepts and components to make sure students are on track throughout the class.

q Students have multiple opportunities and ways to demonstrate their understanding of and engagement with the content.

q Strategies to check for understanding are appropriate for their purpose (for example, thumbs up/down is not a reliable check for understanding of content, but it can be effective for showing agreement/disagreement).

q Teacher prompts students to monitor their own understanding and take action when they need support.

EXAMPLES AND EVIDENCE

NOTES

Source: TNTP. (2018). The student experience toolkit. Available at tntp.org/student-experience-toolkit.

60 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Shift the thinking load to students

SHIFT THE THINKING LOAD TO STUDENTS, continued

HOLD HIGH EXPECTATIONS FOR STUDENT RESPONSES AND ASK TARGETED FOLLOW-UP QUESTIONS. q Students are expected to answer questions and cannot decline because they don’t know or don’t want to answer.

q When students give incomplete or overly simple responses, teacher asks follow-up questions to lead students to a more complete and accurate response.

q When students make an error, teacher asks probing questions to determine the source of their error and help them respond correctly.

q Teacher addresses with the whole class trends in errors or misconceptions that occur in multiple students’ work or verbal responses.

EXAMPLES AND EVIDENCE

NOTES

FACILITATE ACADEMIC DISCUSSION AND FEEDBACK AMONG STUDENTS. q Students have many chances to share their thoughts informally and work with one another in every lesson (such as “turn and talk” or “think-pair-share”).

q Students have opportunities to participate in formal discussions or problem-solving protocols with guidance from teacher(s).

q Students discuss and provide feedback on each other’s work.

EXAMPLES AND EVIDENCE

NOTES

Source: TNTP. (2018). The student experience toolkit. Available at tntp.org/student-experience-toolkit.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 61 TOOLS

SHIFT THE THINKING LOAD TO STUDENTS, continued

SUMMARY AND NEXT STEPS

FOCUS AREAS FOR THIS REFLECTION:

WHAT’S WORKING:

OPPORTUNITIES FOR GROWTH:

ACTION STEPS:

PLAN FOR FOLLOW UP:

Source: TNTP. (2018). The student experience toolkit. Available at tntp.org/student-experience-toolkit.

62 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 UPCONNECT. BELONG. SUPPORT.DATES

Members of Gentlemen of Vision, a youth leadership and dropout prevention program in St. Louis, Missouri, perform a step routine at Learning Forward’s Annual Conference.

50TH ANNUAL CONFERENCE HIGHLIGHTS earning Forward celebrated the 50th L anniversary of its Annual Conference last December in St. Louis, Missouri. Conference attendees engaged in five days of learning, soaking up insights from keynote speakers Sonja Santelises, Howard Fuller, Taylor Mali, and Michael Petrilli. They jumped to their feet in appreciation of performances by Gentleman of Vision step team, Willard High School Fast Forward, and Wydown Middle School Jazz Band. They walked in support of the Learning Forward Foundation, congratulated the latest Academy graduates and welcomed a Conference participants join the Fred Brown, Learning Learning Forward Foundation’s Forward’s chief learning new class, and celebrated Learning Forward’s 50th annual fundraising event, Net- officer, leads the celebration Walking for Learning. of Learning Forward’s 50th anniversary. Special thanks to the St. Louis Host anniversary. Committee for its hard work and warm welcome.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 63 UPDATES

PAUL FLEMING JOINS LEARNING FORWARD STAFF

Paul Fleming has joined Learning Forward as senior vice president of states and standards. Fleming is part of the internal team launching the revision of the Standards for Professional Learning and provides consulting services on leadership and state-level initiatives. Fleming is also leading Learning Forward’s work in piloting a Title IIA tool kit designed to support states and districts in using federal funds for high-quality instructional materials and aligned professional learning to achieve equitable outcomes. Fleming recently served as assistant commissioner for the Teachers and Leaders Division Here are the members of Learning Forward's board of trustees. Back row, from left: Mark at the Tennessee Elgart, Ash Vasudeva, Steve Cardwell, Shawn Joseph, and Segun Eubanks. Front row, from left: Wendy Robinson, Leigh Wall, Sue Sarber, and Linda Chen. Department of Education. In that role, Fleming led Paul Fleming the Tennessee BOARD OF TRUSTEES Teacher Leader TRANSITIONS AND UPDATES Network, which consisted of 62 districts; the Tennessee Transformational ive new board members join Learning Forward’s board of trustees this year: Leadership Alliance, which fostered nine F • Linda Chen, chief academic officer at the New York City Department innovative principal pipeline models of Education; with 23 districts across the state; and • Mark Elgart, president and CEO of Cognia (formerly AdvancED); a three-year microcredential pilot with more than 800 teachers designed to • Segun Eubanks, professor of practice and director of the Center for increase personalized professional Education Innovation and Improvement at the University of Maryland learning. College Park; Previously, he was a social studies • Sue Sarber, supervisor of professional learning for Arlington (Virginia) teacher at the middle and high school Public Schools; and levels and principal at Hume-Fogg • Ash Vasudeva, vice president of strategic initiatives at Carnegie Magnet High School in Nashville, Foundation for the Advancement of Teaching. Tennessee. Hume-Fogg has been ranked As of the close of the 2019 Annual Conference, Steve Cardwell became the as one of the top 50 public high schools board president. Cardwell is vice president, students at Kwantlen Polytechnic in the United States since 2006 and was University in Surrey, British Columbia, Canada. named a National Blue Ribbon School Wendy Robinson, superintendent of Fort Wayne Community Schools in in 2011 by the U.S. Department of Indiana, is president-elect. Leigh Wall, superintendent of Santa Fe Independent Education. School District in Texas, remains on the board as past president. Shawn Joseph Fleming also served as an adjunct continues his term on the board. faculty member at Vanderbilt and is Leaving the board is Alan Ingram, the past president who led Learning a graduate of the Leadership, Policy, Forward through the leadership transition when former Executive Director and Organization doctoral program at Stephanie Hirsh retired. Valeria Brown, Sharon Contreras, and Monica Vanderbilt. Martinez also leave the board with the expiration of their three-year terms.

64 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 Members of the New podcast series Chicago Host Committee are: features Learning (see key below) 1. Gwen Forward leaders Zimmermann, 2. Barbara Georges, Learning Forward has partnered 3. Chimille with myPD Unplugged to launch Dillard, an eight-part “Thought Leader” 4. Lindsay Kiraly, 5. Jenni Turner, podcast series. The 6. Jill Geocaris, first episode is a 7. Sarah Mumm, conversation with 8. Lisa Skelly, 9. Karla McAdam, Valeria Brown, a 10. Jill Meciej, Learning Forward 11. Ankhe board member Bradley, 12. Lisa Jackson, who is professional 13. Brooke development Wozniak, and Valeria Brown manager at Teaching 14. Jill Maras. Not pictured: Tolerance and Kim Moody founder of #ClearTheAir, a body of and advisor educators who believe that community, Cathy Berlinger learning, and dialogue are essential to Gustafson. personal and professional growth. In this episode, “Social Justice 12 13 14 11 Teaching 101: Equity, Social Justice, 7 8 9 and Implementing Anti-Biased 6 10 Instruction in the Classroom,” Brown 5 2 3 4 unpacks the implications of social 1 justice teaching in public education. Other episodes feature Thomas Guskey, Jim Knight, Joellen Killion, Courtlandt Butts, Doug Reeves, Fred ANNUAL CONFERENCE 2020 UPDATE Brown, and Tracy Crow. Each episode The Chicago Host Committee is preparing for the 2020 Annual Conference, to includes a facilitation guide. be held Dec. 5-9 in Chicago, Illinois. Proposal scoring volunteers meet in Glendale Heights, Illinois, during February to score over 700 proposals. From there, Learning Find the podcasts at podcasts. Forward’s staff and special guests will build the concurrent session program. apple.com/us/podcast/mypd- Innovate for Impact is this year’s conference theme. For more information, visit unplugged/id1345000344. conference.learningforward.org.

ACADEMY APPLICATIONS FEATURED SOCIAL MEDIA POST DUE MARCH 16 The Learning Forward Academy Follow us is Learning Forward’s flagship deep on social learning experience. When you join the media. Jennifer Lancaster @JenReads101 - Dec 17, 2019 Academy, your learning journey is no Wanting to try this type of coaching in my building. Scary at first, Share your longer a solo experience. Instead, you but so powerful!! Accentuate the positive insights and learningforward.org/journal/coachi... Via @LearningForward will spend 2½ years working with expert feedback coaches and practitioners from around about The Accentuate the positive the world as you construct knowledge, Learning Done right, using video as a coaching tool can improve your practice, create better Professional motivate teachers to improve their skills. learning conditions for your colleagues, by using and improve results for your students. #Learn Deadline to apply is March 16. For more FwdTLP. information, visit learningforward.org/ academy.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 65 UPDATES

CAREER CENTER IMPROVEMENTS Appropriations bill Learning Forward’s Career Center has a new includes increased layout that allows users to spend less time searching and more time applying to relevant positions. You can support for Title IIA now view job search results and job details on one screen, making searches faster. Check out the new The 2020 U.S. Congressional features: appropriations bill passed in December • Real-time filters: Same great advanced filters, includes a significant increase in funding now with real-time updating; for Title IIA, the U.S.’s major source of • New view: New Pane View makes job federal funding for professional learning searches faster; and school leadership development. • Training tour: Guided walk-through training The 3.7% increase is the first available on demand; significant increase in a decade, and the highest percentage increase • Career matches: Updated Jobs You May Like among any of the major title programs, including Title I. section makes relevant jobs easier to find; and Though short of the House’s appropriations increase for Title • Bookmarked jobs: New star logo allows you IIA, the $76 million is a milestone for the field and a vital source of to bookmark jobs and apply when you’re support for improving teaching and learning. ready. Denise Glyn Borders, Learning Forward’s president and CEO, Visit the Career Center at said, “Our educators need and deserve an increasing level of support careers.learningforward.org/jobs. in every funding bill.”

STATEMENT OF OWNERSHIP, 15. Extent and nature of circulation MANAGEMENT, AND CIRCULATION Average number Actual number (Required by 39 USC 3685) of copies of copies of of each single issue 1. Publication title: The Learning Professional issue during published 2. Publication number: ISSN 2476-194X preceding 12 nearest to 3. Filing date: Sept. 27, 2019 months filing date 4. Issue frequency: Bimonthly a. Total number of copies 4,598 4,268 5. Number of issues published annually: Six b. Paid and/or requested circulation (6) 1. Sales through dealers and carriers, street 6. Annual subscription price: $89.00 vendors, and counter sales (not mailed) 212 187 7. Complete mailing address of known office 2. Paid or requested mail subscriptions of publication: 17330 Preston Rd., Suite 106- (include advertisers proof copies D, Dallas, TX 75252. and exchange copies) 3,671 3,590 Contact person: Tracy Crow. Telephone: c. Total paid and/or requested circulation 3,956 3,962 (972) 421-0900 d. Free distribution by mail 400 None 8. Complete mailing address of headquarters e. Free distribution outside the mail 222 285 or general business office:17330 Preston f. Total free distribution 622 285 Rd., Suite 106-D, Dallas, TX 75252 g. Total distribution 4,578 4,217 9. Full name or complete mailing address of Percent paid and/or requested circulation 86% 93% publisher, editor, and managing editor: h. Copies not distributed Publisher: Tracy Crow, Learning Forward, 1. Office use, leftovers, spoiled 20 21 17330 Preston Rd., Suite 106-D, Dallas, TX 2. Returns from news agents None None 75252 i. Total 4,578 4,217 Editor: Suzanne Bouffard, 17330 Preston Rd., Percent paid and/or requested circulation 86% 93% Suite 106-D, Dallas, TX 75252 16. Publication of statement of ownership will be printed in the February 2020 Managing Editor: Sue Chevalier, 6085 Saint issue of this publication. Paul Rd., Troy, MI 48098 17. Signature and title of editor, publisher, business manager, or owner. I 10. Owner: Learning Forward, 17330 Preston certify that all information furnished on this form is true and complete. I Rd., Suite 106-D, Dallas, TX 75252 understand that anyone who furnishes false or misleading information on this 11. Known bondholders, mortgagees, and other form or who omits material or information requested on this form may be security holders owning 1 percent or more subject to criminal sanctions (including fines and imprisonment) and/or civil of total amount of bonds, mortgages, or sanctions (including multiple damages and civil penalties). other securities: None. 12. Tax status: Has not changed during preceding 12 months. 13. Publication title: The Learning Professional 14. Issue date for circulation data below: August 2019 (Vol. 40, No. 4)

66 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 REMEMBERING DEBORAH CHILDS- BOWEN Deborah Childs-Bowen was a decades-long Learning Forward friend and leader. When she died last December, our organization and our field lost a professional learning champion and friend. Childs-Bowen was elected to the NSDC (now Learning Forward) board of trustees in 2001, serving as president in 2005. In 2010, she received the NSDC Distinguished Service Award. Over the years, she co-chaired a network to engage regional laboratory members, helped launch the School Members of the Health Sciences Middle and High College science team are, from left, Kim Deborah Childs- Elliot, Kasey Woollard, Cody O’Connell, Jeff Bonine, Kristin Speck, and Angie Hackman. Team Summer Bowen Conference, and served as senior consultant for Learning Forward. Shirley Hord Award winners Childs-Bowen began her career as a classroom teacher ongratulations to Health Sciences Middle and High College in San Diego, and then principal. She also C California, winner of the Shirley Hord Learning Team Award. The annual worked as director of professional award, named for the late Shirley Hord and sponsored by Corwin, honors a development for Atlanta Public school-based team that successfully implements a teacher-led cycle of continuous Schools, associate professor and director of the Institute improvement. for Teaching and Student Health Sciences was honored for its work promoting schoolwide literacy, Achievement at Samford especially through its science professional learning community (PLC). Recognizing University, and leader at SERVE, that many students were entering the school below grade level in reading and not a U.S. Department of Education meeting English language arts standards, school leaders and staff committed to Regional Educational Research a focus on reading and writing throughout the curriculum, not just in English Laboratory network provider. In language arts classes. addition, she served as chair of The science department took up this challenge and dedicated its PLC efforts the board of trustees for Engaging Schools. to improving strategies for close reading. The team set a SMART goal, observed In her work, Childs-Bowen English language arts teachers and learned from their strategies, conducted book brought an equity lens. She was studies, and examined both horizontal and vertical alignment as well as connections committed to supporting all between Next Generation Science Standards and English language arts standards. educators and leaders to serve Health Sciences has seen schoolwide lexile growth of 162 and an increase in all students. In 2018, she wrote in English language arts Smarter Balanced Assessment Consortium scores. The Learning Professional, “School Nancy Frey, director of academic programming at Health Sciences, said that leaders set the tone for SEL [social and emotional learning] she is impressed by the science PLC’s ability to model that “we all have collective just as they do with academic responsibility for how our students do” and for “the ability to think about the expectations. To do that, they whole child, which is uncommon in secondary schools.” must lead not only for SEL but with The award includes funds to support conference attendance for team members, SEL.” We continue to be inspired $2,500 to support collaborative professional learning, and a gift of Corwin books by her words. for the school’s library.

February 2020 | Vol. 41 No. 1 www.learningforward.org | The Learning Professional 67 AT A GLANCE STUDENT COUNSEL For this issue of The Learning Professional on student voice, we went straight to the source and asked young people what educators should learn from them and why. Here’s some of what they said. Read their articles for more of their insight .

“I hope teachers understand that our [When students tell “Teachers, you have experience in their teachers how to] help a powerful voice. classes affects you with learning, then … If you choose to Seeing us doesn’t us for our whole they can change it up speak up on behalf of necessarily mean only lives because and make it better for marginalized people we associate the the students as well as hearing our voices, … you’re choosing subject matter with the teachers, which is but observing“ us and to plant tolerance in the class.” pretty much the goal. seeing us through our this world.” Kaleigh Biby actions as well.” Adam Ouassaidi El Dorado Springs, Missouri Cambridge, Taryn Dipman Abby Duncan p. 39 Massachusetts El Dorado Springs, Cambridge, Massachusetts p. 28 Missouri p. 28 “YOU CANʼT HAVE p. 40 CONVERSATIONS ABOUT STUDENT EXPERIENCES “Teachers have WITHOUT STUDENTS AT THE TABLE.” a lot of impact Joshua Dantzler on our lives … Washington, DC and not just the p. 3 subject they’re getting paid to “We ask educators teach.” to remember that “NO STUDENT DESERVES TO KayLynne McCullick students are capable ENDURE A TEACHER WHO El Dorado Springs, of much more than Missouri REMAINS SILENT IN THE FACE planning dances and p. 41 OF OPPRESSION.” bake sales.” Endiya Gri n Emanuelle Sippy San Diego, California Lexington, Kentucky p. 36 p. 20

68 The Learning Professional | www.learningforward.org February 2020 | Vol. 41 No. 1 THROUGH THE LENS OF LEARNING FORWARD’S STANDARDS FOR PROFESSIONAL LEARNING

LEARNING FORWARD’S any of the articles in this issue of The Learning Professionaldemonstrate Learning Forward’s STANDARDS FOR MStandards for Professional Learning in action. Use this tool to deepen your understanding of PROFESSIONAL LEARNING the standards and strategies for implementing them. Ways you might use this tool include: Professional learning that • Discuss the questions in a professional learning community; increases educator effectiveness • Share one or more articles from the issue with your staff and facilitate a conversation; and and results for all students ... • Do a self-assessment of what you have learned from this issue.

Learning Communities STANDARD: LEARNING TO CONSIDER DESIGNS … occurs within learning • What methods for eliciting student input and insight communities committed to resonated with you in this issue (for example, student IN ACTION continuous improvement, perception surveys, student interviews, implicit bias collective responsibility, and goal We often talk about the benefits training)? of educator professional alignment. ______learning for students, but ______this issue shows we have a ______Leadership lot to learn from students. ______… requires skillful leaders who Professional learning structures develop capacity, advocate, are not typically set up to At the Putnam Avenue Upper School (p. 28), leaders and create support systems for accommodate student voice, yet • engage in new initiatives and activities themselves before youth and adult authors in this professional learning. implementing them with students. How could you try issue’s pages describe how that this approach? What would be the benefits for staff and can change. Resources students? … requires prioritizing, ______monitoring, and coordinating ______resources for educator learning. ______Data … uses a variety of sources and STANDARD: TO CONSIDER types of student, educator, and IMPLEMENTATION How can you ensure you are incorporating student voice system data to plan, assess, and • into educator learning in a way that goes beyond a “one- evaluate professional learning. IN ACTION and-done” event? To effect changes in educator ______Learning Designs practice and student learning, ______… integrates theories, research, professional learning should ______and models of human learning have sustained implementation ______to achieve its intended support over time. As with ______outcomes. equity, rigor, and other long- term goals, incorporating • How will you know if your efforts are making a difference? Implementation student voice requires ongoing focus for continuous Does incorporating student voice spur you to look at … applies research on change improvement, rather than success in additional or different ways? and sustains support for an event defined by a ______implementation of professional predetermined number of hours. ______learning for long-term change. ______Outcomes ______… aligns its outcomes with educator performance and student curriculum standards.

Learn more about Learning Forward’s Standards for Professional Learning at www.learningforward.org/standards-for-professional-learning.

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