4b: Maintaining Accurate Records

We hope everyone enjoyed the Polar Vortex: Part 2! From many conversations that we have had, it appears that many people took the opportunity to catch up on some paperwork and even plan ahead to the months ahead. It's amazing how productive we can be when we "borrow" a few hours that we didn't think we had! This week's blog focuses on component 4b: maintaining accurate records. This component encompasses student information connected to tasks and learning, as well as non-instructional recording keeping...something many teachers were able to do on Monday and Tuesday.

Often teachers may feel that there is an endless parade of paperwork that travels back and forth to school in a work bag.  Fortunately, our digital tools are offering many ways to lighten the load, both literally - by going paperless, and figuratively - with more efficient tools!  Sometimes, that digital clutter can feel just as overwhelming...especially when you can’t find something in Drive!

While there are many aspects of “records” we could dive into, nothing is more important than the ways we give feedback regarding and document evidence of student learning.  As we move forward with Proficiency Based Learning systems we will see a change in our methods for communicating progress to parents.  Our current system of “grading” students does not speak to the growth students make when given a clear learning plan.  Maintaining accurate records of demonstrated proficiencies is essential for communicating progress to parents within our current system, as well as when we move forward to a new system.  We need artifacts and evidence of demonstrated student learning to ground our assessments as well as plan our instructional next steps.  

When thinking about the accuracy of our records or gradebooks we should consider whether we are continuing to ask the question “how will we know if a student is proficient?”  And also “how am I engaging my students in determining what is proficient?”.  It is important to note that this component stretches beyond ensuring Standards Score is up to date, fair and accurate.  There are many additional ways teachers keep records to support moving students forward.  Analyzing Student Work protocols, checklists, conferring notes, lesson plans and intervention summaries all ensure that our tiers of instruction are supporting all learners within our schools.

The elements of component 4b include: maintaining information on student completion of tasks (the process) as well as maintaining information on student progress in learning (the assessments).  Additionally, maintaining information on non-instructional activities is an element in this component.

What separates a proficient from a distinguished teacher in this component is the distinguished teacher’s ability to engage the learners in those three elements.

This week’s question:

What type of records do you maintain that give the you most insight into what your students have learned and/or your instructional next steps?

4a: Reflecting on Teaching

Pausing to reflect is essential to continuous improvement of your practice.  Taking time to process your thinking after any instructional event and analyzing the many decisions you made in the planning and implementation of your lesson are important.  By thinking about these things and the impact they had on student learning, teachers can determine where to focus in making revisions and choose which parts of the lesson need continued instruction in the future.  Reflecting on Teaching is component 4a in the Danielson Framework.

How do you reflect?

• Through collegial conversations?
• Journal writing?
• Examining student work?
• Conversations with students?
• Thinking about your teaching?

Reflecting with accuracy and being able to use what you learn in your future teaching is an acquired skill.  Mentors, coaches, and principals can help you develop these skills through supportive and deep questioning.  Over time, thinking both reflectively and self-critically while analyzing your instruction through the lens of student learning becomes a habit of mind, leading to improvement in teaching and learning.

The first element is ACCURACY.

As teachers gain experience, their reflections on practice become more accurate, corresponding to the assessments that would be given by an external and unbiased observer.  Reflections are accurate and teachers can provide specific examples from a lesson to support their judgements.

The second element is USE IN FUTURE TEACHING.

If the potential of reflection to improve teaching is to be fully realized, teachers must use their reflections to make adjustments in their practice.  As their experience and expertise increases, teachers draw on an ever-increasing repertoire of strategies to inform these adjustments.

The Danielson rubrics state the following for a teacher who is proficient in 4a: 

The teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgement.  The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

A distinguished teacher offers specific alternate actions in their thoughtful reflection, complete with the probable success of different courses of action.

A shout out to the PBL collaboration and learning that took place this week in Madison!  Thanks to Sarah, Courtney, Rachel, Lindi, Sarah, and Richelle!  You'll get a chance to hear about their new learning and the fantastic projects they've planned this week!

This week's comment questions: 

Reflect: what did you do this week that worked well for kids?  

Why did it work?

What didn't work the way you had planned?

What will you do next week because of what you learned this week?

4D: Participating in a Professional Community

4D: Participating in a Professional Community

Colleagues are an amazing resource and professional educators know that their students benefit when they take advantage of the wealth of expertise colleagues carry.  Danielson’s component 4D: Participating in a Professional Community looks at four different ways teachers connect with the professional community that surrounds them.

The first element is Relationships with Colleagues.  During the school year, we often spend more time with our colleagues than we do our own families!  Establishing and growing positive relationships with the members of your team enhances all of the work you do together.  Relationships are built on mutual support and a willingness to share.  On the other hand, competition has been shown to be a factor that degrades relationships with colleagues.  We are all in this together!  Adhering to established group norms builds trust between team members and nurtures these relationships.  

The second element, Involvement in a Culture of Professional Inquiry, ties directly to our PLC work. Much like we provide opportunities for inquiry for our students, teachers must engage in collaborative inquiry as we develop our practice.  By answering the PLC questions related to content, assessment and student learning, teachers design instruction that moves students forward...and then they also have the student data to prove it!

Service to the School, the third element in this component, is how teachers commit to building-wide work outside of their own classrooms.  Through participation on the Vanguard Team, PBIS or Student Engagement Teams, Building Leadership and School Improvement Teams, teachers impact all of the learners in the building and contribute their expertise and leadership.  There are so many additional opportunities that teachers jump at making happen for students and families outside of the classroom walls,  it would be impossible to list them all here.  Hawthorne and STEM both are blessed with incredibly committed teachers who step up to make our buildings amazing places for students to THRIVE!  We are fortunate to have you ALL.

Finally, Participation in School and District Projects, is another realm where teachers connect to a greater professional Community.   If you have ever worked on a summer curriculum committee, taught or taken a PSI or TDP course, joined a collegial study or district committee you know how that work adds to the greater needs of SDW but also provides new insights to bring back to your classroom.  

The Danielson rubric states the following for teacher who is proficient in 4D:

-Relationships with colleagues are characterized by mutual support and cooperation.  The teacher actively participates in a culture of professional inquiry and volunteers to participate in school events, making a substantial contribution.

A distinguished teacher is one who takes a leadership role in the activities he/she participates in.

A sincere thank you for your participation in the school and district community.  Your work keeps moving us all forward!

Today’s reflective question for the comment section below:

*What has one of your colleagues done that helped nurture relationships with the people around them?  Appreciation shout-out time!