Notice the title of the post…”The Importance of Classroom Observations.”
When you hear the term, do you think of observing and evaluating teachers or of the logistics of the space?
To me, the term means something different, and it is more of an evaluation of administration than it is of teachers.
Let me explain…
When I worked as a principal and eventually at central office, I would often take my laptop into classrooms with the permission of a teacher and simply sit in the back of a class and answer email or complete documents that I needed for my work. I would spend easily 2-3 hours in a classroom, and I would often explicitly tell the teacher that I was not there to observe them, but the environment we helped create in the classroom to support them.
For example, I remember having a conversation with our IT department on how our computers only took two minutes to login. But that “two minutes” with 25 students in front of you and one of them going wrong could turn into 30 minutes, and eventually lead to a teacher not wanting to use them again. You see, the “two minutes” was the time it took a single adult. When I noticed this, we had conversations on how we would lower the “login time” for technology (we moved to Chromebooks) to remove a barrier in the classroom for all of our teachers so they could see more success in the process.
“Class size” may seem inconsequential until you sit in a classroom for two hours and notice that it does have an impact on meeting the needs of individual students.
Seating in a classroom may seem insignificant until you have to sit at the same desk a students does for multiple hours in a day.
If you are in a role that makes decisions for what the environment looks like in a classroom, you need to be present in those classrooms. Teaching might seem like a singular responsibility, but if we want to ensure the success of our students, we have to understand that it is a team sport.
Most of us have been conditioned to believe that changing school culture takes several years. While there’s some truth to this, I’m learning it doesn’t have to be the nebulous process many people make it out to be. There are tangible steps school leaders can take to make meaningful change a reality in less time than you might think. (Spoiler Alert: #3 is my favorite!)
1. We can create “quick culture” by focusing on smaller groups or teams within the larger organization. By being intentional with how we are nurturing the culture in smaller group situations, we can demystify many of the complexities that are more difficult to change en mass. You might be thinking a focus on smaller groups within your school or district might be at the expense of the larger whole (or somehow disconnected from the broader mission), but it’s just the opposite. Look at it like reading a book. Starting with the first sentence, page, and chapter creates momentum.
2. Resist the temptation to create artificial dichotomies. It can be too easy to demonize one thing to promote something different. For example, don’t pit people against one another. Don’t pretend you have to choose between phonics instruction and a balanced approach to literacy. Don’t portray worksheets as pure evil just to propel your technology agenda forward. And NEVER settle for the notion that you need to choose between relationships and results. Be honest and thoughtful about the value and challenges each of these things inherently possesses.
3. Lastly…and despite everything we learned in principal school…school culture is not about who they say you are…it’s about living out who you know you are. It’s about identifying the shared values and beliefs of your school community and then following that vision in an unswerving manner. And if you or your school is being described in a manner different than you might choose, figure out why. What’s the disconnect? What do you need to do to communicate differently? Or better yet…what do you need to do to better align with who you decide you want to be?
I absolutely love the quote from Angie Thomas’s book, “On the Come Up.” The main character, Bri, is an aspiring rapper who is struggling with who she wants to be as an artist. The quote is part of a larger conversation between Bri and her mom. I’d go so far as to say that if more school leaders started by deciding who they were and then committed to learning who the people they serve want to be, culture would become much more malleable than we make it out to be.
Here are a few snapshots of what you’ll find inside:
1. Foreword by Inky Johnson – Highlighted for his courage by ESPN’s 30 for 30 Films, Inky Johnson’s story is one of perseverance through severe adversity. Growing up in one of the most dangerous neighborhoods in the United States and sleeping on the floor most nights, Inky credits a teacher with saving his life and recognizes his teacher’s impact on his life decades later. Today, I’m proud to call Inky a friend. Here’s some of what you’ll read in his foreword:
“I’m a firm believer that things don’t happen to you. They happen for you. The funny thing about my injury was that my life found new meaning and new purpose. Instead of the injury serving as a curse, it has served as a blessing. It’s an opportunity. You see, my arm may be paralyzed, but my heart isn’t. My mind isn’t. My attitude isn’t. The same arm the doctor told me I would never use again because of paralysis, I now use every day of my life. I believe you are not defined by your circumstances or your situation. You are defined by your decisions and your choices. Every day I make a decision to make my life count. Every day I’m going to work to inspire someone. Every day I’m going to work to encourage someone. As an educator, you get to do the same.” – Inky Johnson
2. The Personal & Authentic Framework – Designed with implementation in mind, the Personal & Authentic Framework solidifies the “what” and the “how” in creating the types of learning experiences that impact a lifetime. With the learner at the center, and held together by relationships and a culture for learning, the various ways in which teachers can make learning personal and authentic can be amplified. These include: Social-Emotional Learning; Culturally Responsive; Moments of Awe; Relevant & Contextualized; Interests, Passions, & Strengths; Creation & Design; Flexible Pace & Path; and Authentic Feedback. Supports for the learning experience include the spaces where kids learn and the tools they use, which either amplify or hinder the learner throughout the process.
3. Co-Authored Sections On Some of Today’s Most Important Issues – I asked two of my good friends, Ken Shelton and Dr. Rosa Perez-Isiah, both of whom have different lenses and life experiences than I do, to co-author sections on overcoming equity barriers and how culturally responsive teaching is the only option. Ken and Rosa are incredibly respected in the space, and it was vital that I amplify voices other than my own, especially in these sections.
4. “Stop & Reflect” Questions – Throughout each chapter, a variety of “Stop & Reflect” questions encourage users to do just that…pause for a few moments and self-reflect on their mindset and practices. These questions form the heart of the downloadable free study guide that is available for the book.
5. “Make it Stick” & “Try This…” – In understanding the importance of being practical, while simultaneously amplifying great ideas from a diverse group of educators, Personal & Authentic includes the thoughts and innovative ideas of over 50 educators who will encourage you to step out of your comfort zone. Each“Make it Stick” is designed to make what you read actionable. At the end of most sections, each “Try this…” gives you additional ways to implement what’s been read into everyday practice. Personal & Authentic contains over 150 innovative and practical ideas for you to try in your school or classroom – starting tomorrow!
6. “A Closer Look” & Free Book Study Resources – Designed to support the professional growth of your team, a comprehensive compilation of free additional videos, articles, and downloadables are available on the Personal & Authentic website. Whether you use the “Personal & Authentic Poster” to symbolically capture and frame your team’s fingerprints, or you utilize many of the videos or articles that I use in workshops and keynotes, all that you need to run your next book study has been created for you to use — for free.
Thank you for your work, each and every day. It matters.
Be BOLD. Be FEARLESS. Be PROUD. Be YOU.
Your story is not finished yet…
I was reading the article, Five Teens Who Changed the World, and it reminded me of one of the sections within my book, Take the L.E.A.P.: Ignite a Culture of Innovation. Malala is one of the five teens mentioned in the article, who I also share about in my book while speaking on risk taking. Malala, an activist for female education, took significant risks because of the passion and determination she felt for her cause. Now, here in 2019, we have Greta Thunberg turning heads and making waves as an environmental activist. Regardless of if you agree with her stance or not, I think we can all agree that her passion is palpable- and she’s an influential leader at just 16 years of age. The Global Goals for Sustainable Development are also amplifying the voices of our youth through the 17 goals in connection with the United Nations. There are so many children who feel compelled to speak up and stand up for what they believe in. Watch this video to learn more and feel the passion children exude for finding solutions to existing problems.
#KidsToday
Although this level of leadership from our youth is incredibly unique, I notice other children from around the world making an impact, too. If you visit the hashtag of, #KidsToday, used regularly by Tom Murray, you’ll see many examples. Murray shared with me that he began using the hashtag, “to change the narrative of how we talk about this amazing generation of kids.” From an eighth grader who created a school closet to provide needy classmates with clothes and necessities, to a ten year old boy inventing a genius device to stop children in hot cars after his neighbor’s death, our kids really are doing some incredible things!
The hashtag of #KidsToday is a reminder that our kids are pretty spectacular. They are capable of great work and are more driven when they have ownership, in addition to feeling invested in something personal and meaningful. It makes me wonder what it would be like if all children had the opportunity to explore their interests, develop their strengths and passions, and had the support along the way. We need to ensure we are laying a foundation that supports all learners to thrive and that doesn’t mean just being successful with learning content. Every individual who steps out of their comfort zone to help others, raise awareness or take action on their ‘big idea,’ has the potential to make an impact. Isn’t that an opportunity we want to foster for all?
As educators, are we creating space for learners to identify their interests and develop passions?
Are we fostering a culture that supports thoughtful risk taking and celebrating efforts to persevere through challenges or failure, just as much as we celebrate accomplishments?
This is Your Moment, Step Out
Many of our learners may have their own big ideas while others haven’t even begun to consider what it is they’re passionate about. However, we can create opportunities for exploration and empower students through authentic and meaningful learning experiences. Makerspace, project and problem based learning are excellent for this purpose. We can approach this work through various avenues. My hope is that together, we will inspire our youth to identify what deeply matters to them so that they can engage in purposeful work that they’re passionate about- becoming world changers and innovators.
Making shifts can feel uncomfortable. Anytime we step beyond our comfort zone, we may feel unsteady about where we’re headed as the outcome may be uncertain. Especially if it means that we are turning more ownership over to learners. But, until we decide to take those thoughtful risks, we won’t know. If we ensure that we have structures in place such as daily routines, protocols for learning, processes for reflection, feedback and revision, etc., our students develop an understanding of what’s expected. Often, we blossom through the process. To demonstrate this in my book, I share about the filming of The Greatest Showman.
The hit movie The Greatest Showman is packed with emotionally charged songs full of passion and inspiration. One song, “This is Me,” sung by Keala Settle, has become incredibly popular. A YouTube video of the live behind-the-scenes recording of this anthem reveals the immense synergy felt amongst individuals who collaborated to bring this musical masterpiece to life. In an interview with director Michael Gracey and Settle, they share that the recording captured the very first time Settle sang, “This is Me,” as no one had heard her sing it before that moment. To this day it fascinates me to learn from the interview that Settle didn’t even want to come out from behind the music stand to sing in front of others. Having watched the movie and listened to the soundtrack numerous times, I initially struggled to look at Settle through a different lens. How could someone who possesses extraordinary talent and appears so confident feel uncomfortable and even scared to step out in front of others in the studio to shine?
I encourage you to take a moment and watch the video to gain the full context. Watch until the end to grasp the magnitude of their synergy and feel their emotion:
Below is a blog post from George Couros, author of Innovate Inside the Box, written with Katie Novak, about the amazing opportunity to be involved with their Facebook Book Study! There are already 750 amazing educators from all over the world signed up to participate!
Katie Novak and I are really excited to announce the #InnovateInsideTheBox book study, starting September 15, 2019, over on Facebook. This book study will go over a 4 week period and is an opportunity to not only dig in deeper into the content of the book with Katie and me but will also be a space for people to share ideas and learn from one another as we focus on creating opportunities for purposeful learning for every one of our learners. This book study is one that you can do at your own pace, but also will encourage participants to create multiple means of representation in sharing their learning through the process. To be a part of this, simply do the following:
Although we are “formally” starting the process on September 15, 2019, we are going to give some prompts and facilitate some conversations before the “official” beginning so please feel free to join any time.
Here is the tentative reading schedule for the process:
September 15 – September 21 – Read the Foreword until Chapter 2
September 22 – September 28 – Chapters 3 and 4
September 29 – October 5 – Chapters 5 – 10
October 6 – October 12 – Chapters 11 -14
In addition to participating in the Facebook discussion, we encourage participants to create one post per week (video, audio recording, written post, visual, or anything else) in their own space to share their learning back to the Facebook group. For me, my blog is a great space to create this learning as it allows for multiple ways to embed different mediums, but you might also be able to create this on a Twitter, Instagram account, or other sites. The focus is that we want this experience to be one where we create a community but also dive deeper into our own reflective process to deepen learning while modeling different mediums.
Although Katie and I will be keeping to a schedule of when we share, we want all participants to go at a pace that works for them. We know that every single month in the school year is extremely busy and we appreciate people taking the time to join. This is your experience so you make it what you want!
We look forward to working through this process! It is my first time using Facebook for a book study so hopefully, it is a good experience for all! Thank you and we look forward to seeing you in the book study!
If you’ve had a chance to review the UDL Progression Rubric, you probably recognize that UDL isn’t a framework that you can implement overnight. It takes years – not weeks or months – to reach expert level and it’s easy to see how anyone, even the most experienced teachers, could get overwhelmed. For those just getting started, evaluating where you are in the UDL implementation process on a checkpoint by checkpoint basis might simply be too much.
When Melissa Toland of Ocean View School District reached out suggesting a simplified version for the time-strapped or overwhelmed teacher, I was totally sold. I love collaborating with others who are equally inspired by the promise of UDL and loved her quick-start UDL Implementation Rubric so much that I wanted to share it with you all.
This rubric is a great tool for self-evaluation and self-reflection in regards to big picture UDL implementation and also serves as a fantastic reference tool for remembering overall themes of UDL. When you are ready to get a little more granular, the UDL Progression Rubric builds upon this one.
When Melissa introduced the rubric to her district’s middle school educators, she encouraged them to use the tool as a road map for next steps to incorporate the principles of UDL into lessons and units.
As you review the tool, Melissa recommends thinking about:
What are your next steps in terms of implementation?
Based on your current level of practice, what is one goal you have for today?
Making commitments to yourself after you self-evaluate is a wonderful way to get started with the process. Remember, UDL implementation is a learning process, one that takes engagement, motivation, grit, resourcefulness, and creativity. You are not alone on this journey. You deserve the same tools, resources, and support that your students will get from you as you implement UDL.
We are always open to sharing new ideas and tools for UDL, so if you have something like this to share, please reach out!
