Learning Forward
Equity and excellence in teaching and learning.
The basic ingredients
December 2009
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In This Issue
ARTICLES
Abstracts
Abstracts / JSD December 2009
NSDC's Standards to the rescue
Each year, 200 novice teachers arrive at the schools in our large district in Reno, Nev. Our challenge was to create a comprehensive system of support for these teachers. We found our solution when we hired 10 full-time mentors to provide additional support for these new educators — our dreams came true. For eight
Deeply embedded, fully committed
In recent years, educators have noted the critical role district leadership plays in school improvement efforts. Researchers such as Lezotte (2001), Shannon and Bylsma (2004), Waters and Marzano (2006), as well as the National Clearinghouse for Comprehensive School Reform (Appelbaum, 2002) have focused attention on the need for a new way to lead schools. While district leadership is a critical factor in all areas of schooling, it is particularly important in adult learning. Simply put, student learning is positively affected by the quality of adult professional learning, and the quality of professional learning within school districts must not be left to chance.
7 other highly effective habits, with a nod to Stephen Covey
We’ve created the following guidelines — with a nod to Stephen Covey — with the belief that our job is to facilitate learning experiences that create intellectual and emotional growth for educators and the students they teach. Whether we’re talking about educational technology, differentiation, adolescent development, or popular culture, we want teachers to understand new information in useful and reflective ways.
Proof positive
JSD: You’ve been a leading voice in the field of educational change for decades. What do you consider fundamental to successful change?
Blending together, step by step
There is no denying that combining two schools, or even opening a new school, is loaded with challenges and frustrations as well as high expectations. Principal Tracy Shafer saw a rural school consolidation as an opportunity to use professional development to create a community focused on student learning, meeting the need for high-quality schools.
Lasting Impression
The literacy coach approaches the principal, beaming and clearly energized. “That was one of the best professional development sessions we’ve had here! It was clear, creative, provided useful and practical information, engaged the teachers in dialogue and modeling, and even provided them with all the materials they’ll need to implement the practices that were presented. I think having everyone use these strategies on a regular basis will really take care of our reading comprehension problem.”
If you really want to connect, turn off the automatic pilot
Every day, I get e-mails from Plaxo, LinkedIn, Facebook, Classmates, Twitter. No doubt you do, too. So-and-so wants to connect with you. I rarely know who so-and-so is or why they would want to connect with me. Is it so they can have a gazillion followers? Is this a contest? I’m not much of a follower, have grown weary of being followed, and am lousy at contests.
Addressing concerns about change
In the 1970s, education researchers inspired a fundamental shift in how educators perceive the effect a change initiative will have on those in schools. The Concerns-Based Adoption Model outlines seven stages of concern as a way to understand educators’ common concerns about change. The same researchers proposed strategies school leaders could use to support educators progressing through a change initiative.
Fundamentally sound ideas bear repeating
Recently in JSD, we’ve covered a number of what I would call fundamental topics. In the fall, we talked about NSDC’s definition of professional development, outlining expectations for effective professional learning and showing examples of what that looks like in schools and districts. Last winter, our topic was what works in professional learning. In fact, every issue we produce stresses an aspect of professional learning that we find essential.
Prioritizing math and science
A quick glimpse at recent research and resources.
Parents may need more support before becoming engaged in school
As educators, we have long understood that students benefit from strong home-school connections. In fact, more than100 years ago, the National Parent Teacher Association was formed for the express purpose of strengthening the relationship between home and school. Initially, the home-school connection was commonly characterized as mothers volunteering in classrooms and supporting school activities.
Sharpen your message with a laser talk
In the late 1990s, the NSDC Board of Trustees and staff established influencing policy and policy makers at the local, state, and national levels as an organizational priority. As part of this process, we examined the policy-influencing practices of other organizations, both within and beyond the field of education. During our research, we were introduced to an organization called Results, an advocacy organization that seeks to eliminate the devastating impact of poverty. Results members are committed to a world where all people have a fair chance at success.
New series provides interactive learning with colleagues
This fall, NSDC’s online learning offerings took a great leap forward with the first professional development program in the 2009-10 E-Learning Series. The program, facilitated by NSDC Executive Director Stephanie Hirsh, was the first of six that NSDC will offer during the current school year. Each five-week program in NSDC’s E-Learning Series offers participants an opportunity to share their knowledge and expertise with program facilitators and colleagues from across the country and around the world.
Tackling resistance
The time-honored children’s story Alexander and the Terrible, Horrible, No Good, Very Bad Day (Viorst,1972) is a prime example of someone having the kind of day we’d all like toavoid. Having a bad day, an Alexander day, can happen to anyone even a dedicated literacy coach. An important component of coaching is building collaborative working relationships between the coach and teachers (Burkins, 2007; Knight, 2007; Toll, 2007). When views about instructional practices are similar, positive relationships may develop quickly, but what happens when resistance is stronger than identifiable differences?
From group to team
It is a Saturday morning, and I am sitting with a group of 15 new and aspiring school site administrators. As part of their work toward an MS in educational leadership, this group of experienced educators is enrolled in an elective course, “Group Facilitation for School Leaders.” The 12 women and three men are all experienced K-12 teachers. Collectively, they have led and served on numerous committees and work groups at their sites and in their districts.
Weighing the workshop
Every teacher can recall a range of experiences in professional development workshops. Some of these may have provided opportunities in which teachers felt engaged, empowered, and supported as learners, while others felt disconnected from practice. Although we recognize that workshops, particularly those with no follow-up support, are not the ideal learning experience for teachers, we also acknowledge that some form of workshop is still a common approach in professional development in the United States.
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