Three Focus Areas Article

As we begin 2017 and reflect on the first half of the year, I am reminded of the statement, "Keep the first things first." Recently Mike Schmoker wrote an article entitled “The Power of Focus” in Principal Leadership, January 2017 (Vol. 17, #3, p. 42-45), where he summarized the need for schools to focus on prioritizing the most importing actions. In a summary of the article linked below, Schmoker reflects on his three high-leverage area for schools to consider. Enjoy the quick read.

The Power of Focus Summary from AWSA's Marshall Memo

   Where should the focus be? Schmoker believes three areas have the strongest track record of success, are easy to understand when presented in professional development, and lend themselves to being continuously refined as they are implemented by teacher teams:

            • Consistent, schoolwide implementation of a coherent, content-rich curriculum – Teachers should have clear, specific direction on which skills and concepts to teach – the what and when – with discretion on the how to and some room each week for teachable moments and personal passions. Curriculum focus “may be the single largest factor that affects both student achievement and reading proficiency,” says Schmoker.

            • Mastery by every teacher of the components of effective, explicit instruction – Of paramount importance is ongoing checking for student understanding (minute by minute, day by day, week by week) and adjusting instruction based on assessment insights. This is especially important for project- and problem-based learning.

            • An intensive, curriculum-wide emphasis on fairly traditional literacy – “We have overcomplicated instruction in reading, speaking, and writing,” says Schmoker. “To succeed, students simply need vastly more time to purposefully read, discuss, and write about worthy, substantive literature and nonfiction across the curriculum (as often as possible, in the interpretive and argumentative mode).”

            Only a small fraction of schools are implementing these practices, but those that are (like Brockton High School in Massachusetts) are making dramatic gains. The common factor in Brockton and other successful schools is a leadership team working with colleagues in a way that is highly focused and relentless and provides plenty of opportunity for review and practice. “To the greatest extent possible,” says Schmoker (who is critical of the way teacher-evaluation rubrics are being implemented in many districts), “this should occur in a climate that emphasizes helpfulness and growth, rather than evaluation.” 

“The Power of Focus” by Mike Schmoker in Principal Leadership, January 2017 (Vol. 17, #3, p. 42-45), e-link for NASSP members; Schmoker can be reached at schmoker@futureone.com. 

Teaching & Learning Update

The school year 2016-2017 is at our halfway point.  It is a great time to reflect on where we are with our Literacy Curriculum and where we are going.

During the summer of 2016 many teachers, coaches and directors worked together to deepen our Literacy Curriculum in the areas of Units of Study, Language Workshop and Literature Discussion Groups.  Here is a review of what curriculum and resources on Bb9 that you have to support your intentional planning for your learners in these three areas:

As we have moved into the 2017 half of our learning year, we have taken the time to listen, reflect and plan for where we need to deepen and provide more support/direction in our Literacy Curriculum.  Over this coming semester and summer here is some of the work that will be taking place to support Language Workshop and Literature Discussion Groups in both English and Spanish.

Language Workshop K - 7:  

1. five Language Workshop Planners for each Unit of Study
2. four copies of each of the Language Workshop Mentor Texts will be provided per building

Literature Discussion Groups:

1. four Literature Discussion Group Planners for each Unit of Study
2. four sets of multiple copies of the Literature Discussion Group texts will be provided per building

Personalized Learning Elements Threaded Throughout Quarterly Reviews

On the cusp of another snowfall in our area, we have much to celebrate as a school district with our Quarterly Reviews this week. Each Principal reported out progress in the areas mentioned in my blog last week. They affirmed meeting several goals from their school's first 100-day plans and we have asked Principals to continue to narrow their focus for the next 100 days.

We know the importance of identifying a few focus areas and keeping these at the forefront of everything we do. The "good to great" schools have three or fewer areas in which staff receive practice, feedback and coaching in vast amounts over time in order to help improve student learning. This on ramp is demonstrated by one of our schools here. Any high leverage practice that we are asking to be implemented, must be put on the ramp with proper theory, demonstration and most importantly reps over time, in which our staff can get good at something, get proper feedback and coaching, because teacher success equals student success.

We also heard common threads throughout our quarterly reviews of personalized learning elements that are directly tied to the honeycomb.
PLC's are the number one structure focused on student data as a linchpin for Educator Collaboration and student success. Learner Profiles continue to permeate our system as we understand more and more the importance of Personal Learning Goals and really knowing each unique learner. The use of our continuums for Math and Reading show Proficiency-Based Progress as teachers are helping facilitate Customized Learning Paths according to each learner's areas of growth. Our focus on cultural proficiency is a strong reflection of our Cultural Responsiveness as a system as we strive for equitable learning opportunities for each set of eyes that walks into our schools each and every day.

The phases of the change process take time. We recognize that and honor the growth and commitment that each of you is making daily for the students in the School District of Waukesha. Take time this weekend to give yourself a "shout-out" or a "bumps" as you compliment yourself on helping to impact the lives of others!

#Knowthyimpact










 

Leadership Quarterly Reviews

Next week, we will be conducting our December Quarterly Reviews with all Principals and Coordinators. 

The areas upon which we are asking for evidence of growth coincides with our SAIL improvement processes. 

The leadership areas we are asking them to present on are as follows: 

L1: Vision and Goal Alignment- evidence of ongoing communication around their Theory of Action to all staff/stakeholders.

L2: Cultivating High Leverage Practices- identifying the key, foundational, instructional practices that are in development for all teachers.

L3: Professional Learning- evidence of action and adjustments to teacher feedback, coaching and support based on performance data.

L4: Ensuring Excellence- analyze progress monitoring tools and how to continually grow student learning.

L5: Communicating Data and Results- ongoing communication of data and resulting revisions with staff and stakeholders.

This is a great chance for us to hear about our continuous improvement growth as a system. 

Celebrating SAIL school teams first 100-day plans

This week, every school team and district SAIL team celebrated their first 100 day school improvement plans. Now is the time when we will be re-visiting and refining our action steps focused on each school's Theory of Action. The goal is for each school to have six or fewer school wide areas of focus upon which they are planning their improvement agendas. It is vital that we take ideally 1-3 areas of focus and strategically provide ample teacher learning, practice, feedback and coaching in these areas. This increase of frequency in adult practice, feedback and coaching has a direct positive correlation to student achievement results. We look forward to these next planning steps in our SAIL journey so that our leadership practices, teacher practices and our learner experiences are transformed and breakthrough results are achieved.

First Grade Fever

I am still smiling after spending some time with all three sections of first graders at Rose Glen Elementary yesterday!

To all of my first-grade teaching friends in the district, if you aren't currently writing a book I strongly encourage you to do so, as it will help with money towards early retirement. What a hoot!

I was so nervous about meeting with these little learners! You can put me into a high school classroom with the older students, but how was I going to talk to six and seven-year-olds about problem-solving and what the job of an Assistant Superintendent is? Of course, some of you may be wondering the same thing.  I thought a good starting point would be "I am the Principal of all the Principals." But there were many more questions that I wasn't ready for like, "What is the shape of an iPad?" "I think it is a triangle," one young learner said.  Another said, "My Uncle lives in Florida, and he has an iPad shaped like a circle." Who knew? After telling them, we had over 13, 000 students in the district, one of the students asked, "How many people are there in the whole United States?"

So many teachable moments, for myself, and for eighty of those first graders. It confirmed for me even more what I already believed to be true...everything I needed to learn, I learned in first grade.

Thank you to each and every teacher across our system who jumps out of bed every day because they are driven by a commitment to make a positive impact on the lives of our learners!
#Iappreciateyou
#Knowthyimpact

JL

Classroom Visits

A sincere thank you to all of the elementary teachers and principals who have graciously opened their classrooms to my visits over the past two months. As a leader who has come from the secondary schools, it is important to me, that I dive into the teaching and learning happening with our youngest learners as this is a critical time in the development of success criteria and benchmarks as it relates to their growth and achievement.

Starting in November, both Chris Hedstrom and I, will be visiting all new teachers' classrooms across all levels of the district. This will be a time for us to see all of our new hires in action as we continue to focus on our leadership support and retention strategies.

 

Each of you needs to understand how important you are to us and to each learner that is in your care. I hope the professional learning Thursday was impactful and that you take time over the weekend to sharpen the saw.

 

Know thy impact,

Jody Landish