Interrogating Success

This week, I’ve felt a little grumbly about our teacher evaluation system – the negative messages it sometimes sends through its wording.  Although I think the elements of the rubric our state uses are generally aligned with strong instruction, I find myself grimacing at certain words, phrases, and assumptions.  Phrases like, “but may display lack,” and “no knowledge.”  Words like, "limited," “however,” “only,” “although,” and “but.”
 
If we have a growth mindset, wouldn’t we say, “Teacher recognizes the value of understanding students’ skills…and displays this knowledge for the class as a whole” rather than “Teacher recognizes the value of understanding students’ skills…but displays this knowledge only for the class as a whole.”*  Changing the but to an and and dropping the only sends a message that acknowledges what a teacher can do.  Words matter, whether coming from a rubric or from the mouth of an instructional coach.
 
I was also grumbly about the final section of the rubric, where the observer is to list, “Focus areas for next observation.”  That section of the rubric seems to be asking for recommendations.  But what if the teacher doesn’t need recommendations?  What if, instead, she would benefit more from authentic questions? 
 
In our state’s use of the system, a post-observation question for teachers’ written reflection is, “If you had the opportunity to work with the same students on this lesson again, what would you do the same? What would you do differently?” I’m so glad the reflection request begins with the notion of what worked well, but I find that most teachers jump right to the second question and list changes they would make.  What if, instead, we interrogated success?  What if we began with only the question, “What would you do the same and why?”  What if we focused so much on the things that went well that they became an emphasis for future lessons?   
 
This week, I tried to focus my conversations with teachers on the things that worked – the effective core structures of lessons, the in-the-moment adjustments, the thought-provoking questions.  I talked with Annie about how her follow-up questions stimulated learning.  I asked Ashley about how including opportunities for students to self-assess supported the work.  Aymanda and I talked about her spontaneous decision to stop reading the words of a book and let the pictures tell the rest of the story.  With Emily, the conversation centered around the joy that is palpable in her room and what she does to build it. After these conversations, both the teacher and I felt thankful for the good things that were happening in their classrooms – good things that will surely continue, and perhaps be more intentional, because we have looked at them closely.  By interrogating successes, we gain a deeper understanding of effective instruction. A close examination of what went well creates anchors that help teachers stay the course.
 
*Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.
 
 
This week, you might want to take a look at:
 
This podcast about the school as a conversational community:
 
https://www.growthcoaching.com.au/podcasts/the-school-as-a-conversational-community
 
How to curb burnout:
 
http://teacher.scholastic.com/education/pdfs/Educator-Check-In-Campaign-Infographic.pdf
 
What really matters in learning to read. A podcast with Dr. P. David Pearson:
 
https://blog.savvas.com/learning-to-read-what-really-matters-with-dr-p-david-pearson/
 
What makes a good mentor:
 
http://www.ascd.org/publications/educational-leadership/may99/vol56/num08/The-Good-Mentor.aspx
 
This work-Life Balance quiz:
 
https://cmha.ca/work-life-balance-quiz#.VyYsIzArKhc
 
That’s it for this week.  Happy Coaching!
 
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