Sticky Standards: Professional Learning That Sticks

Be the Change You Seek in our Schools: A Dialogue with Dennis Sparks (Sticky Standards #34)

Our guest is Dennis Sparks, who comes to this dialogue as a former high school teacher, director of an alternative high school, director of a teacher center, author, consultant, and the former Executive Director of Learning Forward. Most recently Dennis has been working as a “thinking partner” with districts on leadership development. He also writes a weekly blog. Without Leadership, it is difficult to establish the other Standards for Professional Learning, Dennis shares the following: * The difference between “training” and professional Learning * Teaching is a process.  Student learning is the outcome. * Professional development is a process.  Professional learning is the outcome. * Professional learning is nonnegotiable in our schools. Educators have teams/learning communities where they participate in deep learning. * Somebody has to say….emperor, you are wearing no clothes.  It is HARD WORK! * DOING is hard.  Reach out…..who is a step or two ahead of you.  Who can support you?  Or…just invent that first step! * It takes COURAGE to begin the hard work. * Our morale purpose is that all children thrive. Learn more by exploring Dennis’s website and reading his blogs or following him on Twitter and Facebook. His leadership is appreciated by many, including me. https://dennissparks.wordpress.com/ [https://dennissparks.wordpress.com/] stickystandards.org [https://stickystandards.org]

Be a Learning Partner: A Dialogue with Marceta Reilly (Sticky Standards #33)

Our guest is Marceta Reilly, who comes to this dialogue as a teacher, superintendent, leadership coach, author … always with a teacher’s heart. Plus, my friend and mentor. Marceta selected two Standards for Professional Learning, Leadership and Implementation. The many challenges and complex changes in our schools today call for a different kind of leader. Instead of being the expert, it is important for leaders to empower and develop capacity of all educators. > Today’s leaders: > > •Listen Deeply, committed listening > > •Assume all educators want to do well, recognizing and celebrating their strengths > > •Are curious, empowering teachers to engage and develop capacity > > •Provide reflective feedback, being inclusive and open to possibilities. Education Evaluations are a great opportunity to have a meaningful dialogue. It gives educators an opportunity to REFLECT on their practices. Change happens one conversation at a time. It provides a “space to reflect” in a safe place. We all yearn for time for reflection. By being learning partners, we are all empowered to change and own our own learning. We must go beyond the data. Make the data (and feedback) meaningful by focusing on the WHY, by touching their heart and what do they care about. Learn much more by exploring Marceta’s website and her many resources. Her leadership is appreciated by many, including me.   http://marcetareilly.com/ stickystandards.org [https://stickystandards.org]

Tag…You’re it!! Teacher Leaders! A Dialogue with Bruce Wellman (Sticky Standards #32)

Our guest is Bruce Wellman who comes to this dialogue as a former classroom teacher, a science specialist, and an amazing author, consultant, and friend to many educators….including ME! Bruce selected the Learning Communities and Leadership standards for our podcast. What are the connections of these two standards?  How do we lead the leaders of learning communities? What are the tools that support quality learning communities?  GROUP development…what does it mean? Strategic interventions? For Teams? For Leaders? What are our expectations for teacher/team leaders? How do we coach teacher/team leaders? * Specific tools/skills for people who supervise groups (central office, principals) * A robust tool kit for teacher/team leaders. How do principals address toxic teams? When/what are the connections to teacher evaluations, professional responsibility? There are two levels of tools – personal (self) and mentoring others with skills of collaboration. Strategies AND structures are critical. Principals are hungry for the tools that include strategies, protocols, and the structure of group work. > Structure becomes habit and habit becomes the new norm! Learn more from Bruce about What, Why, How.  (His books, Data Driven Dialogue, Groups at Work, Got Data? Now What?, Adaptive Schools, and more are listed in the resource section.)  What makes groups smart? What is social sensitivity? Why is that important in our schools? Working with each other in schools is part of our work, not taking us away from our work! We must drill down deep to the heart of our persistent problems, being comfortable about being uncomfortable. Safe, but uncomfortable, looking at learning, not teaching. > A well run meeting needs a lesson plan, not a list of topics! Who needs to “get it” to take it to scale?  District-wide?  State-wide? Again, drill down to the persistent problems and connect to the context – root cause analysis. It is the culture that counts. It is the structure that counts. Dialogue, Discussion, and then Decisions Study Success! stickystandards.org [https://stickystandards.org]

GROWTH not GOTCHA! Designing Schools for Meaningful PL: A Dialogue with Janice Bradley (Sticky Standards #31)

Our guest is Janice Bradley who comes to this dialogue as a former classroom teacher, a K-12 mathematics specialist, and an adjunct professor.  She has just accepted a position at the University of Utah. Janice is a life-long learner! HOW do we DESIGN schools for meaningful professional learning and WHY is that important? Educators are busy with many new initiatives; they get swept away on the TRAIN OF DOING and there is little time for professional learning. As Janice has worked with schools, she has found a key is the principal who advocates for professional learning by creating the TIME and the CULTURE for continuous improvement. Janice shares how educators actually implement structures for professional learning and establish the culture of professional learning and shared ownership. Again, principals are the key as they create a culture that is safe for teachers to try new ideas…and made mistakes. Principals and teachers make the connections between professional learning and productive educator evaluations. Connecting the dots!  It’s doable! The Five Part Plan of Professional Learning 1. Staff reaches consensus on a shared vision that includes 5 key elements that must be in every classroom every day to support student learning! 2. Teams select one of nine learning designs – VOICE and CHOICE! Each design has a cycle of learning that includes planning, implementation in the classroom, and reflections. 3. Dates for implementation are scheduled and conducted. Principals ensure time is provided. 4. Buildings host a Knowledge Showcase in late spring. Each team SHARES what they learned during the year!!  (10 minutes for each team!) A great celebration of learning. 5. Teams create a professional knowledge base – strategies to remember and USE next year!! Learn more from Janice and the Five Part Plan of Professional Learning, remembering that is it not THE answer, it is ONE answer. Check out her new book, Designing Schools for Meaningful Professional Learning:  A Guidebook for Educators, Corwin, 2015. One size does not fit ALL! Everyone has a voice! stickystandards.org [https://stickystandards.org]

One Size Does Not Fit All: A Conversation with Pat Roy (Sticky Standards #30)

Our guest is Pat Roy, who comes to this conversation as a former junior high teacher and is presently a Senior Consultant with Learning Forward’s Center for Results, working with state departments of education, districts, and schools across the United States and internationally. Pat selected the Learning Designs standard for our podcast. The Learning Designs standard includes three components: * Apply learning theories * Select learning designs * Promote active engagement How do we ensure that what we learn ends up changing classroom practice? The key to student learning is effective instruction in the classroom. The KEY to adult learning is selecting the appropriate LEARNING DESIGN for our purpose. Is the learning design a good match for where the educators are in the learning process? Does it help bridge the gap from knowing to doing? We must extend our thinking about professional learning. Professional learning that extends to supporting our educators in their classrooms.  Again, support from knowing to doing. What is our core belief about the role of professional learning in our schools? What is the barrier that is keeping us from providing ongoing support to all of our educators.The big question, “DO YOU BELIEVE ADULTS NEED SUPPORT?” > When was the last time you learned something that actually changed your BEHAVIOR? How long did it take? Which learning design “fits” where you and your educators are in the journey from knowing to doing? It is complex with many combinations. Pat shares a process of making those decisions that include active engagement. ENJOY this wonderful dialogue with Pat! One size does not fit ALL! stickystandards.org [https://stickystandards.org]