LEARNING

THE
PROFESSIONAL THE LEARNING FORWARD JOURNAL

Reflecting
on practice
• Video
for formative
assessment p. 24
• Literacy
classroom
visits p. 30
• Project-based
learning p. 35
• Coaching
with video p. 40
• Professional
dialogue p. 46

October 2017, Vol. 38, No. 5

Teachers Who Do
Their Homework
Choose Regent
Special Education teacher Kristin
Garman ’16 wanted an M.Ed. so
she could make a bigger difference
for students at her Title 1 school.
She chose Regent for its academic
excellence and recognition for its
top online programs by U.S. News &
World Report. “The professors stay on
the pulse with what’s happening in
education. Regent taught me things I
could immediately put into practice,
and now I have more credibility
and input at work,” she says.
Discover how Regent can advance
your career — and your impact.

VDOE-Approved Endorsement in:

Administration & Supervision
Gifted Education
Math Specialist
Reading Specialist

EDU160615

APPLY TODAY.
learn.regent.edu | 888.713.1595
Christian Leadership to Change the World
On Campus & Online
 LEARNING
THE
PROFESSIONAL THE LEARNING FORWARD JOURNAL
THE PROFESSIONAL LEARNING ASSOCIATION

OCTOBER 2017, VOLUME 38, NO. 5 in this issue ...

VOICES 7
Ihave never met a teacher who does not want the very
5 HERE WE GO best for the students in her charge.
By Tracy Crow — Stephanie Hirsh, p. 8
A daily practice
of reflection can extend W hat happens before and after a conference or workshop
our learning. is just as important as what happens onsite for a participant.
How to bring quiet reflection — Michelle Bowman King, p. 10
to a busy work life.

8 CALL TO ACTION
By Stephanie Hirsh Your voice, impact data, and
Greatness is within the stories can help (lawmakers)
grasp of every teacher.
appreciate what is actually
No matter how much say
happening in today’s classrooms,
a teacher has in district-led
schools, and communities.
professional learning, he
— Melinda George, p. 12
or she can push personally
toward excellence.
I realize that I am more than a
10 ASK member of a foundation, I am part
By Michelle Bowman King of a learning culture.
Are conferences — Janice Bradley, p. 13
and workshops valid
and effective?
A conference or workshop
can be effective depending on 12 OUR TAKE 13 WHAT I'VE LEARNED
the purpose and design of the By Melinda George By Janice Bradley
learning and what happens Educators have the clout More than a money
before and after. to carry our message manager, our foundation
to Congress. centers on learning.
Learning Forward members' Raising money and giving
stories are making a grants is a mission of
difference with the U.S. the Learning Forward
Senate as members consider Foundation, but its work is
Title IIA funding. based on the principles of
continuous learning.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 1

 LEARNING
THE
PROFESSIONAL
THE LEARNING FORWARD JOURNAL
in this issue ...
RESEARCH 15
16 RESEARCH REVIEW
By Joellen Killion
Study offers keen
insights into professional
development research.
Mary Kennedy takes a
rigorous look at research on
professional development in
K-12 U.S. schools over four
decades.

22 ESSENTIALS
Keeping up with hot topics.
• An inside look at schools
• Social and emotional
30 Leading the way challenges: the continuous
in literacy: coming and going of
learning
Classroom visits offer international teachers
• PDK poll
a comprehensive view and a need to create a
• Learner-centered schools
of teaching and learning. culture for coaching. To
By Bonnie Houck address these challenges,
FOCUS 23 and Sandi Novak the school’s instructional
Many districts need clear coaches developed project-
REFLECTING ON PRACTICE classroom data focused on based learning professional
the literacy culture and development to build a
24 Accentuate instructional practices collaborative culture that is
the formative: being implemented in each aligned with the school’s goal
Michigan teachers use school. Understanding of a guaranteed and viable
rubrics and video these elements is crucial for curriculum.
to improve their practice. success, and this is where
By Theron Blakeslee, Denny the Literacy Classroom Visit 40 Replay, reflect, refine:
Chandler, Edward Roeber, Model can make a difference. Video-based coaching
and Tara Kintz Districts can use these data accelerates teacher growth.
Researchers from the to design plans and help By David Baker, Catherine
Formative Assessment for outline the best strategies for Carter, Patricia Hagan,
Michigan Educators (FAME) reaching goals. Temple Hayles, Rychie Rhodes,
project of the Michigan and Karen Smith
Department of Education 35 Process for discovery: One challenge the traditional
worked with eight Michigan Project-based learning coaching cycle presents is
teachers to observe in their builds teachers’ that the data collection and
classrooms, video their collaboration skills. reflection are driven by the
teaching, and then use By Andrew Miller coach’s memory. With a
rubrics to analyze and reflect The Shanghai American video-based coaching cycle,
on their teaching. School in China faced two the observation is done via

2 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 IDEAS 51

52 I am mentor, I am coach:
Effective mentors help new
leaders develop their own
strengths.
By Donna Augustine-Shaw
and Marceta Reilly
Being a mentor isn’t about
merely being a kind buddy
to help new leaders learn the TOOLS 57
ropes. It’s about coaching
them to become clear about
their own values, beliefs, 58 Tying it all together:
and strengths. From this Defining the roles and
video, meaning that the self-knowledge, new leaders responsibilities that
lesson can be replayed as can step into their leadership contribute to coherence
many times as desired and roles with authenticity. from Becoming a Learning
the lesson is grounded, not This is the solid basis for Team.
by perception and memory, authority and respect.
but in reality so the teacher
can see the lesson through
UPDATES 67
her own eyes.

46 What to do about Jim? 68 The latest from Learning

Professional dialogue turns Forward.
difficult conversations • What Matters Now
into growth opportunities. Network gets a boost
By Joseph Jones and T.J. Vari • Innovative lessons
Professional dialogue through apps
centered on improving • Book Club
someone’s performance is
challenging. Establishing and 70 Abstracts for October 2017
systematizing professional The Learning Professional.
dialogue in the workplace
transforms the difficulty 72 AT A GLANCE
and complexity of such Coaching Theory of
conversations and creates Change. from Taking the
manageable, meaningful, Lead, second edition.
and growth-oriented
opportunities. Three 73 THROUGH THE LENS
important strategies take of Learning Forward’s
workplace conversations to Standards for Professional
the next level. Learning.

October 2017 | Vol. 38 No. 5 www.learningforward.org The Learning Professional 3

LEARNING LEARNING FORWARD’S
BEYOND 2017 ANNUAL
THE CONFERENCE
HORIZON DECEMBER 2–6, 2017
WALT DISNEY WORLD
SWAN AND DOLPHIN RESORT

The stars are coming out in Florida.

KEYNOTE SPEAKERS SELECTED THOUGHT LEADERS
FERNANDO ANDY HARGREAVES STEVE FINK
REIMERS MICHAEL FULLAN How Much Do Your School Leaders
Empowering Little Big Change Know About Improving Teaching
Global Citizens and Learning?
Through Education, ANDREAS SCHLEICHER
Innovation and Learning From TALIS and PISA: THOMAS ARNETT
Reform What We Learn From Teachers Teaching In the Machine Age

JULIA KAUFMAN MAUREEN MCLAUGHLIN

KAYA TRICIA MCMANUS
HENDERSON Global Competencies Framework
GLENN PETHEL
Leading & Learning Building a Pipeline of Effective
From Partnerships DOUGLAS REEVES
Principals: Learning From Urban THOMAS GUSKEY
and Relationships Districts
That Achieve All Evidence Is Not Created Equal:
Advocating For Better Educational
Transformation PAUL LEMAHIEU Research
Networked Communities Engaged
in Improvement Science: How We ERIC HIRSCH
HAHRIE HAN Can Get Better at Getting Better
Change, Agency Curriculum Matters: The State of
the Materials Market
& Learning: Moving STEPHANIE JONES
to Action Navigating Social Emotional
Learning From the Inside Out

FEATURED SPEAKERS
Joellen Killion Marcia Tate Bruce Joyce
Charlotte Danielson Laura Lipton Gene Hall
Jim Knight Bruce Wellman

Register online at conference.learningforward.org

 HERE WE GO

Tracy Crow

A daily practice of reflection

can extend our learning

W
hile I’m excited that the focus improve in the future, or asking team
of this issue — Reflecting members to share a question or feeling
on Practice — allows us they have as they leave.
to explore the many opportunities
educators have to take a close look at Reflection on new information:
how they teach, I want to flip that phrase Many learning designs build in reflection
and consider what it means when we as an integral part of a learning
practice reflecting. experience. Taking time to reflect
The pace of this 24/7 world doesn’t after reading an article, engaging in
lend itself to reflection, yet we’re more a facilitated meeting, or watching a
in need of the practice of reflection than video can help learners make their
ever. Reflection is an opportunity to thinking explicit and raise questions for
make meaning of what we experience, themselves or others. For some learners,
and without explicit attention to its writing in a journal may serve this
practice, experiences can flow by and purpose well. For others, a two- or three-
be quickly forgotten as the next priority way conversation might be a valuable
pops up. The Standards for Professional way to extend their learning. Debriefing
Learning include reflection as a critical with others can bring new perspectives
part of the Learning Communities to consider and open learners’ eyes to
standard, within the cycle of continuous new understandings.
improvement; within the Learning
Designs standard, where reflection is We invite you to find other ways of
often part of effective learning strategies; unexpected challenges or surprises, and practicing reflection throughout this
and in the Implementation standard, what you learned. A couple of minutes issue of The Learning Professional. We’re
where reflection is a critical form of of reflection at the beginning of your day also eager to hear what works for you!
feedback for self and others. allows you to remind yourself of lessons Please get in touch any time.
What might the practice of reflection learned as you look ahead to the day’s
look like in a busy professional’s work priorities. Special note to readers: We
week? Here are a few strategies to apologize for the delay in your member
consider: Reflection as part of conversations publications while we experience
or meetings: While careful agendas staffing transitions. We said goodbye
Reflection as an element of and team norms help to make a group’s recently to Eric Celeste as editor of
planning: As you make your to-do collaborative work more productive, The Learning Professional and we look
list for the day or week, build in time time for reflection at the end of meetings forward to what comes next.
— even as little as five minutes — at can help a team function at higher levels •
the beginning and end of each day as well as serve as reminders of promises Tracy Crow (tracy.crow@
to make note of how you spent your made. Reflection might be as simple learningforward.org) is director
time, where you were successful, what as asking whether the team followed of communications at Learning
you might celebrate, where you found its norms and where it might need to Forward. ■

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 5

 Advertisements: Advertisements are accepted in The
LEARNING
THE
Learning Professional. The ad rate card for The Learning
Professional is at www.learningforward.org/ publications.
PROFESSIONALTHE LEARNING FORWARD JOURNAL
Correspondence: Business correspondence, including
orders for back copies, memberships, subscriptions, and
remittances for advertisements, should be sent to: Learning
STAFF Forward, 504 S. Locust St., Oxford, OH 45056.
Executive editor: Tracy Crow Telephone: 800-727-7288.
Managing editor: Sue Chevalier Permissions: Learning Forward’s permission policy
Designer: Kitty Black is available at www.learningforward.org/publications/
permissions-policy.
HOW TO GET IN TOUCH
THE LEARNING PROFESSIONAL
The Learning Professional is published six times a year
ISSN 2476-194X
to promote improvement in the quality of professional
The Learning Professional is a benefit of membership
learning as a means to improve student learning in K-12
in Learning Forward. $89 of annual membership covers a
schools. Contributions from members and nonmembers of
year’s subscription to The Learning Professional. The Learning
Learning Forward are welcome.
Professional is published bimonthly at the known office of
Manuscripts: Manuscripts and editorial mail should publication at Learning Forward, 17330 Preston Road, Suite
be sent to Christy Colclasure (christy.colclasure@ 106-D, Dallas, TX 75252. Periodicals postage paid at Dallas,
learningforward.org). Learning Forward prefers to receive TX 75260 and additional offices. Postmaster: Send address
manuscripts by email. Notes to assist authors in preparing changes to The Learning Professional, 17330 Preston Road,
a manuscript are provided at www.learningforward.org/ Suite 106-D, Dallas, TX 75252.
learningprofessional. Themes for upcoming issues of The © Copyright, Learning Forward, 2017. All rights reserved.
Learning Professional are available at www.learningforward. The views expressed in The Learning Professional do not
org/learningprofessional. necessarily reflect the official positions nor are products or
services being advertised endorsed by Learning Forward.

Tracy Crow Renee Taylor-Johnson

Director of communications Associate director of business services
[email protected] renee.taylor-johnson@learningforward.
THE PROFESSIONAL LEARNING ASSOCIATION org
Elizabeth Foster
LEARNING FORWARD’S VISION: Associate director of standards, research, Carol François
Excellent teaching and learning and strategy Learning ambassador
every day. [email protected] [email protected]
Carrie Freundlich Shirley Hord
BUSINESS OFFICE
Associate director of conferences Scholar laureate
504 S. Locust St. and meetings [email protected]
Oxford, OH 45056 [email protected]
513-523-6029, 800-727-7288 Joellen Killion
Fax: 513-523-0638 Melinda George Senior advisor
[email protected] Director of policy and partnerships [email protected]
www.learningforward.org [email protected]
Michael Lanham BOARD OF TRUSTEES
LEARNING FORWARD STAFF
Chief operating officer Scott Laurence, president
Stephanie Hirsh [email protected] Alan Ingram, president-elect
Executive director
[email protected] Michelle Bowman King John Eyolfson, past president
Associate director of communities Valeria Brown
Frederick Brown
[email protected] Steve Cardwell
Deputy executive director
[email protected] Tom Manning Sharon Contreras
Anthony Armstrong Associate director of consulting and Monica Martinez
Associate director of marketing networks E. Leigh Wall
[email protected] [email protected]

Ariel Cain Matt Rodriguez

Digital marketing associate Senior web developer
[email protected] [email protected]

6 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 VOICES
Inspire. Express. Advocate.

HOW DOES SHE RESPOND

TO A CONFERENCE?

S ome learners may find they are

energized by ... (a conference),
given their own learning preferences
and career stage. Others may be
overwhelmed or unable to make
meaning from such opportunities
and should have other options
available for scanning information
and expertise.

ARE CONFERENCES
AND WORKSHOPS
VALID AND EFFECTIVE? p. 10

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 7

 CALL TO ACTION

Stephanie Hirsh

Greatness is within the grasp

of every teacher

A
s part of my participation in Find The State of Teacher Professional learning that focuses on this priority.
the Redesign PD Partnership, Learning at www.learningforward.org/ Every teacher can develop a
I had the opportunity to learn teacher-report. professional growth plan to strengthen
from Brian Dassler, an amazing educator teaching expertise, determine learning
and deputy chancellor in the Florida this question and potentially shift some priorities, and set a plan of actions to
Department of Education. Dassler, who of that responsibility to include more address them. Supervisors, coaches, and
died suddenly in March, advocated for a teachers. There are many ways teachers peers can be great sources of support.
deep appreciation of the complexity of can engage in powerful professional Every teacher can ask for feedback
teaching. He challenged us to describe learning that do not require approval from and support about how to improve
great teaching, and I realized that talking another person and that demonstrate the her teaching. When teachers can’t
knowledgeably about what makes power of self-directed learning. access feedback from peers, coaches,
teaching effective isn’t something that Engaging in such learning, both or supervisors, there are other sources
even experienced experts in education as individuals and in teams, can lead to tap, including online services and
can all do. to teachers gaining responsibility for communities, external partners, and
Great teaching does not occur planning and executing professional students.
by accident. It is developed through learning that impacts teams, schools, Every teacher can set aside regular
an intentional process that ideally and entire systems. More importantly, time for reflection on teaching. There
includes study, practice, feedback, the kinds of learning I am talking about are countless tools to assist teachers in
reflection, and more practice. It is a potentially have the most impact on capturing their practice in the classroom
continuous improvement process what happens for students every day. and protocols to support reflection.
that defines the core work of our most I have never met a teacher who does Student work and surveys can also
successful teachers. Reflecting on these not want the very best for the students in provide rich material for deep reflection.
conversations with Dassler leads me to her charge. I have met teachers who are While debates will continue about
ask: How do we ensure all teachers have frustrated because they do not have the who has the authority to allocate
the opportunity to develop a profound tools or expertise to address the diverse district time and dollars for professional
understanding of teaching? needs of their students. I have met learning, it gives me hope to know that,
Considering this question led me to teachers who are looking for support ultimately, teachers have authority and
wonder about a particular finding in The in addressing some of their greatest autonomy over the most important
State of Teacher Professional Learning, challenges. I have met teachers who, purpose for professional learning:
a survey Learning Forward conducted while content with their student results, improving their practice so that more
with Corwin and NEA. Just over half believe there are things they could do to students achieve better outcomes.
of teachers who responded said they get even better outcomes. Learning Forward is committed to
have “some say” in decisions about Every teacher has the ultimate supporting our stakeholders in achieving
their professional development. My authority to ensure she is the very best this purpose through resources,
assumption is that teachers responding teacher she can be, and the central information, and services.
to this question focused on professional responsibility associated with that is to •
development that was planned and understand the complexities of skillful Stephanie Hirsh (stephanie.hirsh@
executed at the district or school level. and effective teaching. Every teacher has learningforward.org) is executive
I wonder if there is another way to ask the authority to engage in professional director of Learning Forward. ■

8 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 9
 ASK

Michelle Bowman King

Are conferences and workshops

valid and effective?

Q
In our district we have been redefining what professional learning looks like, transitioning to more job-
embedded, school-based learning supported by coaches or in some cases school leaders or lead teachers.
Given how the Standards for Professional Learning describe effective professional learning, not to mention
the definition of professional development in the Every Student Succeeds Act (ESSA), I’m wondering whether
conferences and workshops still have a role in how we support educators? What can we do to make sure that learning from
such standalone experiences has an impact?

As the organization that established learning, networking sessions, and both

the Standards for Professional full-day and shorter sessions designed
Each issue, we ask a learning
Learning at the same time that we professional to answer your with intense learner engagement in
offer a conference and institutes, this professional learning questions. mind. We hope that our keynotes
is a question we compel ourselves This issue's response comes from inspire, as do most organizations that
to examine periodically, particularly Michelle Bowman King (michelle. offer high-profile speakers from the big
when we’re designing the program bowman@learningforward. stage. Each variation in opportunity
for an event we intend to have lasting org), Learning Forward associate offers different benefits, and potential
outcomes for educators and students. director of communities. drawbacks as well, depending on what
There are several elements for potential participants hope to gain by attending.
participants to consider in making For example, while inspiration can
sure that conference learning can and gather information about a light a spark that leads to longer-term
be a meaningful part of an overall particular topic, a conference can offer knowledge- and skill-building, if a
professional learning plan. multiple opportunities to taste new ideas keynote goes in one ear and out the
First, what is the purpose of any and meet potential colleagues. Some other, it may not be helpful.
particular learning experience? As the learners may find they are energized Participants can bolster the
Learning Designs standard makes by such an environment, given their benefits of conference learning by how
clear, the desired outcome of the own learning preferences and career they engage during the conference,
learning is critical to determining the stage. Others may be overwhelmed particularly when they tailor their
most appropriate learning design or or unable to make meaning from engagement to what they understand
strategy. Conference or workshop such opportunities and should have about their own learning preferences.
learning in many cases may be more other options available for scanning For example, some participants will
appropriate for building awareness or information and accessing expertise. deepen their learning when they
knowledge than for other purposes It’s also important to remember schedule time to journal for themselves
such as supporting the transformation that not all conference learning is or reflect online about their experiences.
of practices. But at the same time, that identical. Within one conference, Learners who attend with colleagues
depends on the content, the facilitator, sessions will vary in levels of active may benefit from daily debriefs to share
and the learner. engagement, facilitation styles, insights and commit to next actions.
The disposition of the learner is or opportunities for reflection or What happens before and after
important to take into account. If a participant collaboration. Learning a conference or workshop is just as
participant is starting on a learning Forward’s own conference covers the important as what happens onsite for
journey and eager to make connections gamut of options, with lecture-style a participant. Before a conference,

10 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 What happens
before
and after a
conference
or workshop
is just as
important as
what happens
onsite for a
participant.

participants generally have the option to and conquer to cover more ground at taking deliberate actions to extend what
make choices about the sessions they will an event. they learned. Some educators may find
attend, matching what they understand After a workshop or conference, this networking opportunity online
about a session with a need they know educators are more likely to experience as well as on their campuses. For still
they have. With the right conference, lasting benefits — and see changes others, bringing the learning home may
the learning may complement ongoing, in practice — if they have sustained mean enlisting outside vendors to help
embedded learning, for example, if support for new learning at their a team or district go deep on a new
educators find options to learn about worksite. For some learners, this may initiative or strategy.
strategies they’ve identified in a learning mean that experts at home, whether Ultimately, we believe that
team cycle of improvement. Educators in their building or colleagues from conference and workshop learning
also may have the opportunity to attend the district office, are available to co- does have a role to play in an effective
conferences with teammates. In such teach using new strategies or observe professional learning plan, and it
cases, they can plan to either attend and offer feedback. For others, support doesn’t happen by accident. Planning,
sessions together, knowing that different may come in the form of networking onsite engagement, and ongoing
learners will bring different perspectives with other educators who experienced support are essential to making
to a session, or they can choose to divide the conference or with team members conference learning meaningful. ■

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 11

 OUR TAKE

Melinda George

Educators have the clout

to carry our message to Congress

I
n March 2017, the education
community woke to a daunting
professional learning crisis: The Trump Your participation is already
Administration’s 2018 budget proposed making a difference — we
elimination of the Supporting Effective
Instruction State Grants Program (Title
have confirmation from
II, Part A of the Every Student Succeeds Senate staff that
Act). As educators face increasingly higher they are hearing
demands for student outcomes in a more
diverse population, it’s astonishing that from our
the administration would even consider community.
eliminating the only dedicated source of
federal funding for professional learning
and educator support.
For several months, Learning Forward
has been asking each of you to help Your participation is already making
Learn more about advocating for
us contact every member of the U.S. Title II and increased spending a difference — we have confirmation
Congress to let them know how critical caps at www.learningforward. from Senate staff that they are hearing
Title IIA funds are to your work, your org/advocacy. from our community about Title IIA.
students, and your communities. If this And, thanks in part to your powerful
is the first time you’ve been directly stories, the Senate included level
asked to advocate for any cause, you happening in today’s classrooms, funding for Title IIA in their version of the
may be asking, “Who, me? What could I schools, and communities. You are appropriations bill. But this is an ongoing
possibly share that would be of interest particularly qualified to highlight where battle, not simply a one-time fight. We
to lawmakers?” I’m here to tell you that real needs exist. all need to be vigilant and determined
you are perfect for this job. Members of Congress and their staff to see this through for the long-term.
As experts in education and as voters, want to hear from you whether they Whether for Title II or for other education
you are exactly the right messengers to support Title IIA funding or are opposed priorities, we will always need to make
help lawmakers understand that Title to it. As supporters, they will use your the case that professional learning
IIA funding is critical to our country’s experiences to make the case for Title IIA requires ongoing, significant support
educational and economic success. funding amongst their colleagues. If they whether at the national, provincial, state,
Lawmakers are not often educators, are opposed, they need to understand or local levels. Thank you for bringing
and their insight (and that of their staff) clearly what the consequences would be your clout to the conversation.
is limited to their own experiences as if this critical funding were eliminated. •
students. The educational climate has We’re turning our efforts toward asking Melinda George (melinda.george@
changed since they, and likely even Congress to increase overall spending learningforward.org) is Learning
since their children have been in school. caps so that enough money is available Forward's director of policy and
Your voice, impact data, and stories can within the budget to support Title IIA partnerships. ■
help them appreciate what is actually going into the future.

12 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 WHAT I'VE LEARNED

Janice Bradley

More than just a money manager,

our foundation centers on learning

L
ooking back over my past year as system moving toward impact on raising
a board member for the Learning student performance through highly
Forward Foundation, I realize that I ABOUT THE LEARNING effective professional learning for adults.
FORWARD FOUNDATION
am more than a member of a foundation,

2
I am part of a learning culture. The foundation offers grants and The foundation cultivates continual
scholarships to support learning
When I joined the foundation, I commitment to improvement and
leaders. Just as important,
thought that I would be a member foundation board members reflection. When the foundation meets
of a traditional funding organization, accompany that financial support twice yearly for two-day retreats and
a non-profit that raised money and with coaching, assisting grantees monthly for committee work, we engage
awarded grants and scholarships for with setting clear goals and in essential management and business
ensuring their work has an impact
educators interested in professional tasks and we also learn together.
on the educators and students
learning. We would help educators they serve. I’m always reading articles, sharing
through fundraising and by providing conversations with thought leaders,
Contribute to the foundation
resources to advance their learning. We throughout the year at www. participating in shared conversations
would meet as an organization yearly to learningforward.org/foundation. through touchpoint conversations with
manage work, ensure financial viability, Read about past grantees and awardees, and engaging in structured
and feel positive about our contributions preview the scholarship and grant conversations during meetings. The
to others. However, I’ve realized that opportunities that will be available foundation intentionally uses a process
early in 2018.
the foundation has transformed from for creating desired results. We have
more than “just a foundation” that a goal in mind, we are committed to
raises and awards money, to a dynamic work together to attain it, and then we
learning culture guided by a vision mission. As part of Learning Forward, think deeply about the results. What
to educate, innovate, and transform the foundation designs intentional happened? What is the evidence? What
professional learning, first advancing our connections to align our vision and needs to change to advance the mission
organizational learning internally, then mission — “Educate, Innovate, and and vision?
supporting learning in collaboration with Transform Professional Learning”
others.

HOW DID THE LEARNING

by “supporting the development
of educators’ capacity to improve
student learning through innovation
3 The foundation environment
maintains effective leadership
through collaboration that encourages
FORWARD FOUNDATION ADOPT and improvement that transforms different people to influence decisions
A CULTURE OF LEARNING? professional learning,” with the Learning and change, rather than a traditional
We've taken five paths this year to Forward vision, “Excellent teaching and hierarchy. Our current leadership
promote dynamic learning within the learning every day,” and its mission “to structure encourages behaviors that
foundation. build the capacity of leaders to establish facilitate learning – risk taking, learning
and sustain highly effective professional with others, and individual reflection. We

1 The foundation looks inside to

develop shared meaning and
visioning and creates coherence with
learning.” Deliberately aligned visions
and missions strengthen the ability
of both Learning Forward and the
value collaborative learning experiences,
as exemplified by the norms and ways
we converse that allow each foundation
the Learning Forward vision and foundation to act interdependently as a member to question key assumptions

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 13

WHAT I'VE LEARNED / Janice Bradley

Through attentive listening, we have the ability to analyze

the thoughts and passions of others, which strengthens our
collaboration for shared vision and professional relationships.

critical to shared work. For example, we message. Through attentive listening, on implementation of their change
collaborate using the “Graduate School we have the ability to analyze the project, we learned in partnership
of Norms” and during each meeting, thoughts and passions of others, which through the awardees’ lived experience
the foundation’s current chair, Audrey strengthens our collaboration for shared how standards are enacted and used to
Hobbs-Johnson, begins and sometimes vision and professional relationships. create impact.
ends each meeting inviting every As a result of participating in the
member to thoughtfully consider which
norm was used to support effective
information transfer during the meeting.
5 The foundation moves from
knowing from research and
knowledge of professional learning, to
foundation as a member of a culture of
learning, not only am I contributing in
collaboration to educating, innovating,
It is clear that each foundation member living the experience with others. After and transforming professional learning
has an important role in contributing to awarding grants and scholarships to for other educators and students, I have
leading change within the foundation. educators, our task turns to supporting made my own transformation as a leader
awardees on their journeys using the of professional learning, and am looking

4 The foundation environment

practices attentive listening,
meaning thinking and acting in ways
Standards for Professional Learning
to guide change and improvement in
their contexts. We needed to shift from
forward to the next year with hope,
opportunity, and possibility.
•
that connect each other fully without “talking about the standards from afar” Janice Bradley is a member of the
multitasking. One of the norms is, to understanding how the standards are Learning Forward Foundation, vice-
“listen with full attention” that allows us experienced, in order to for us to better chair of the Research and Support
insight into each other’s thinking, and serve as authentic guides for awardees. Committee. ■
an opportunity for richer engagement in Through the touchpoint process, a
the content and intent of the speaker’s community space for awardees to reflect

14 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 RESEARCH
Examine. Study. Understand.

CHALLENGE
ASSUMPTIONS

M ary Kennedy
challenges some
basic assumptions about
professional learning
research, including its
design and its focus on
the common features of
professional learning such
PERSONALIZED as collective participation,
LEARNING IN content focus,
PUBLIC SCHOOLS intensity of duration,
p. 22 and learning designs
such as professional
learning communities
and coaching. Further,
she questions previous
computational approaches
that fail to consider
variance in the studies and
that minimize the ability
to compare studies.
— Study offers
keen insights
into professional
development
research
p. 16

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 15

 RESEARCH REVIEW

Joellen Killion

Study offers keen insights into

professional development research
uAT A GLANCE uWHAT THE STUDY SAYS QUESTIONS
Rethinking how to analyze and Kennedy seeks to answer several

A
conduct research on professional new approach to analyzing questions.
development yields new insights to professional development • How do different professional
inform practice. research provides both development programs
researchers and education practitioners influence teacher learning?
useful information to guide their • What problems of practice
uTHE STUDY practice. do professional development
Kennedy, M. (2016). How does programs aim to address?
professional development improve STUDY DESCRIPTION • What pedagogical approaches
teaching? Review of Educational Mary Kennedy conducts a review do professional development
Research, 86(4), 945-980. and analysis of the research on programs use to facilitate
professional development in K-12 enactment or application of the
U.S. schools in the core content areas content?
published since 1975. • What insights does a new
Acknowledging that past reviews approach to computing
of professional development research and displaying effect size of
based on its core features have professional development
insufficiently considered the variance studies between 1975 and
in research designs and professional 2014 that mitigates variances
development content and design, in studies of differing sample
• Kennedy approaches the review with sizes, research designs,
Joellen Killion (joellen.killion@ different theories of action about how statistical analyses, and units of
learningforward.org) is senior professional development influences analysis offer researchers and
advisor to Learning Forward. teacher learning and enactment of practitioners?
In each issue of The Learning learning in practice.
Professional, Killion explores The analysis yields a graphical METHODOLOGY
a recent research study to help as well as a statistical representation Kennedy conducted a search for
practitioners understand the of effects that allows for alternative experimental studies of professional
impact of particular professional comparison of studies across contexts development in core academic content
learning practices on student and for various types of interpretation. areas (literacy, math, sciences, and
outcomes. Kennedy’s review sorts programs based social studies) within K-12 U.S
on their theories of action. The theories schools between 1975 and 2014. She
of action include the core problems of established the review criteria as studies:
practice the professional development 1. Of professional development
addresses and the pedagogical only and excluded those with
approaches to teacher learning that concomitant supports, such as
supports and leads to enactment of curriculum or technology;
learning. 2. Conducted in the U.S.

16 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 “We need to ensure that PD promotes real
learning rather than merely adding more
noise to their working environment.”
— Mary Kennedy

only to accommodate the 6. That follow teachers over time, portraying the content to students
unique context of education, rather than students. so that they can learn it; managing
namely the lack of a national The search yielded 28 studies to student behavior; enlisting student
curriculum; include in the analysis. Kennedy then participation; and exposing students’
3. With evidence of student designed a method for computing thinking to assess learning.
achievement either on an estimate of program effects that The second criterion for sorting
distal measures of student accounted for sample size, unit of professional development programs was
achievement such as analysis, research design, and the study’s the program’s approach to facilitating
standardized assessments statistical procedures to minimize enactment — that is, the strategy the
or state tests, coded as M1 variance in effect sizes across studies. program employed to assist teachers in
outcomes, or proximal applying the ideas within their practice.
program-specific assessments of ANALYSIS Kennedy identified four approaches to
student achievement, coded as Kennedy sorted the professional enactment:
M2 outcomes; development programs included in 1. Prescription, which “explicitly
4. With controls for teacher the 28 studies based on two aspects of describe or demonstrate … the
motivation to learn, namely their theories of action, the program’s best way for teachers to address
voluntary participation versus content and its approach to enacting particular teaching problem” (p.
mandatory participation; the learning. The four content strands 955) and with the expectation
5. With a minimum duration of relate to the common problems of that teachers would follow
one year; and practice that challenge teachers: the specific way with limited

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 17

RESEARCH REVIEW / Joellen Killion

uWHAT THIS MEANS FOR PRACTITIONERS time when teachers face multiple competing demands. She
states, “We need to ensure that PD promotes real learning

K ennedy addresses some basic assumptions about

professional learning research, including its design and
its focus on the common features of professional learning
rather than merely adding more noise to their working
environment” (p. 974).
Learning Designs. This study, because it allows
such as collective participation, content focus, intensity of comparison across programs based on their approach to
duration, and learning designs such as professional learning enactment, provides useful information to practitioners
communities and coaching. about the selection of learning designs and guidance for
Further, she questions previous computational specific designs such as professional learning communities
approaches that fail to consider variance in the studies and coaching.
and that minimize the ability to compare studies. What her Kennedy urges researchers to “move past the concept
work offers practitioners are insights that relate to four of of learning communities per se and begin examining the
Learning Forward’s Standards for Professional Learning content such groups discuss and the nature of the intellectual
(Learning Forward, 2011): professional learning’s content work they are engaged in” (p. 972). The studies that included
(Outcomes standard); design (Learning Designs); approach PLCs indicate that reading and engaging in facilitated
to enactment (Implementation); and evaluation (Data). discussions about the implications of research, for example,
Outcomes. Kennedy notes four areas related to common has a higher effect size than looking at students’ achievement
issues teachers experience in their classrooms and suggests or their classroom practice without any guidance.
that professional learning in any one area or all is likely to Coaching that uses a prescriptive approach has a
lead to increases in student achievement. lower effect size than coaching that uses the strategies or
The Outcomes standard notes that the content of insights approach to enact learning. High-leverage designs
professional learning is related to student learning needs for professional learning are the strategies and insights
as defined by the content standards, educator learning approach with prescription and body of knowledge having
needs as defined by their performance expectations, and lesser effects.
programmatic or system needs as defined by strategic Using common theories of action about how teachers
initiatives. The four areas of portraying content, managing learn and teacher motivation in professional learning
student behavior, gaining participation, and exposing program design and research can not only improve the
student thinking are common elements in teacher results of professional learning, but also provide more
performance appraisal criteria. useful information.
Narrowing the focus of teacher professional learning Implementation. The study suggests that multiyear
to these four high-impact areas may be advisable and for programs have a greater effect size than those with a single
leaders who are responsible for supporting teachers to gain year. While teachers don’t have contact with the program
expertise in these areas, especially, as Kennedy notes, in a in the second or third year necessarily, there is continued

flexibility or personal judgment; and and treatment groups for each study.
2. Strategies, which is defining 4. Body of knowledge, which is When assignment to groups was not
goals teachers seek to achieve developing “knowledge that comparable, such as mandatory for
and providing “a collection of is organized into a coherent both treatment and control groups
illustrative practices that will body of interrelated concepts or voluntary for both, she excluded
achieve the goals” (p. 955); and principles and that can be the studies to ensure commonality in
3. Insights, which is “raising summarized in books, diagrams, teacher motivation to learn.
provocative questions that force and lectures” and that gives Kennedy organizes the 28 studies
teachers to re-examine familiar teachers “maximum discretion that meet the established criteria by
events and come to see them regarding whether and how the four common challenges teachers
differently” so that teachers are teachers would do anything face. Fifteen studies address portraying
making sound decisions and with that knowledge” (p. 956). content; two address student behavior;
using professional judgment in Kennedy also considered how five address enlisting participation;
classroom situations (p. 955); teachers were assigned to control and six address exposing student

18 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Study offers keen insights into professional development research

following of the teachers’ enactment of the learning and resentment to the professional learning program. Kennedy
student achievement. reminds readers that attendance may be mandatory, yet
Measuring enactment and student achievement over learning is not. Future revisions of the standards might need
time provides evidence that teacher learning is incremental to address learner motivation more explicitly.
and occurs over time. Learning Forward’s Implementation Provider expertise and experience. Kennedy notes
standard calls for sustained, differentiated, classroom-based that studies with higher effect sizes are those whose
support over time to ensure enactment of learning. It also providers have extensive practical experience and have
calls for ongoing, constructive feedback. Constructive expertise and experience in teacher learning, content, and
feedback aligns with the strategies and insights approach pedagogy related to enacting learning. Providers’ readiness,
to enactment of learning. For more information, see The qualifications, and depth of expertise and experience
Feedback Process: Transforming Feedback for Professional influence the results of professional learning. Provider
Learning (Learning Forward, 2015). qualifications is another consideration for future revision of
Data. The study calls for measuring enactment and the standards.
student achievement over time. Learning Forward’s Data Kennedy challenges some rudimentary assumptions
standard calls for both formative and summative evaluation long held in the field of professional learning and calls
of professional learning using multiple forms and sources of for actions that will both improve practice and the
data. This study suggests that the evaluation of professional usefulness of research. “We need to replace our current
learning occur over multiple years, a possible consideration conception of ‘good’ PD as comprising a collection of
for future revision of the standards for professional learning. particular design features with a conception that is based
Other insights for practitioners include: on more nuanced understanding of what teachers do,
Motivation to learn. A prerequisite for professional what motivates them, and how they learn and grow. We
learning, according to Learning Forward (2011), is “each also need to reconceptualize teachers as people with
educator involved in professional learning comes to the their own motivations and interests” (p. 974). As such,
experience ready to learn” (p. 15). Comparing professional teachers deserve professional learning approaches that are
learning programs based on voluntary or mandatory intellectually rigorous about content meaningful to them
assignment to treatment and control yields insights about rather than prescriptions and bodies of knowledge.
the potential for negative effects not because of the quality
of the learning experience, but rather because of learners’ REFERENCE
motivation to learn. Learning Forward. (2011). Standards for Professional
This study calls on practitioners to examine and address Learning. Oxford, OH: Author.
learners’ motivation to learn for positive results and to
reduce negative emotional effects that cause resistance or

thinking. She extends the summary by 15 studies focused on the challenge of and across content and approaches to
adding the approach to enacting the portraying curriculum content. enact learning.
learning. Eight of the 28 studies use the They are clustered together In the second display, Kennedy
prescription approach; 10 use strategies; along the x-axis by their approach uses the same size, shape, and color to
seven use insights; and three use body to enactment of learning, moving denote the programs’ descriptions to
of knowledge. from prescription that limits teacher display the programs addressing each
Kennedy displays the effects of each decision-making and judgment about of the four challenge areas clustered
study in two graphical displays. In the enactment of learning to body of together along the x-axis and their effect
first, using size, shapes, and color to knowledge that provides the greatest size on the y-axis.
denote descriptors of the studies such amount of teacher choice to enact
as its effects over time, sample size, type learning. Along the y-axis is the RESULTS
of outcome measure, unit of analysis, computed effect size. The graphical Kennedy’s computation and graphic
and post-professional development display, as Kennedy notes, makes it display provide information about the
follow-up, she displays the effects of the possible to compare programs within programs that allows for comparison,

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 19

 RESEARCH REVIEW / Joellen Killion

EFFECTIVENESS OF PROGRAMS HELPING TEACHERS PORTRAY CURRICULAR CONTENT

.4

Question
the
ESBD Author
.3
2 yrs
School Research Oregon
Math Study MSP
Coaches Group

.2

Mississippi LETRS
Competencies Question Institute
the Rational
.1 Author Numbers
LETRS
coaching Y1 Y2
Direct add-on
Instruction Linking
Feedback Y1
Y1+ Y1
Comprehensive
Induction Y2

Science
Immersion

PRESCRIPTION STRATEGY INSIGHT BODY OF KNOWLEDGE

Source: Kennedy, M. (2016), Review of Educational Research, 86(4), 945-980. doi: 10.3102/003465431562. Reproduced with permission by Corwin.

interpretation, hypothesizing GUIDE TO READING THE GRAPHICAL DISPLAY

about interactions, and identifying • Each icon in the graphic display portrays a unique program, clustered into
implications for practitioners and the three different types of programs.
researchers to consider. • Circles indicate programs with M1 measures of student achievement, such
For example, in the first display as standardized assessments that are more distal to the program goals; the
of programs focused on portraying square represents a program with an M2 measure of student achievement
curriculum content, programs with that is more specific or proximal to the program goals.
greater duration or program level of • The size of the icon indicates the number of teachers involved in the
effort and state-of-the-art research program. For example, School Math Coaches had 418 participating teachers
compared to Linking Feedback that had 81.
design tend to show less effect on
student achievement. Kennedy • When the program occurred over multiple years, each year of the program is
displayed and indicates as Year 1, Year 2, and Year 3, as in the case of School
suggests this may be because of the Math Coaches.
prescriptive nature of the programs
• The darkness is a representation of the program intensity as determined by
and their mandatory assignment. the amount of time teachers engaged in professional development. Linking
She hypothesizes that mandatory Feedback involved three hours of professional development compared to 67
assignment, a trademark of most large- hours for Rational Numbers.
scale, high-duration programs, may • The icons closer to the top of the display have larger effect sizes than
reduce teachers’ motivation to learn. those at the bottom. The display provides opportunities to compare and
The overall display in the first hypothesize about the effects of different types of professional development
programs.
figure depicts an inverted U-shape,
suggesting that programs using
strategy and insights as the enactment categories. programs without follow-up.
approach, those in the middle between Body of knowledge enactment has In this latter group of studies,
prescription on the left and body a higher effect size than prescription. teachers did not necessarily have
of knowledge on the right, have a Programs that had multiyear follow-up contact with the program after year
greater effect size than either of those tend to have higher effect sizes than one, yet their enactment of learning

20 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Study offers keen insights into professional development research

and student achievement was followed. Mary Kennedy motivation to learn as significant
If coaching is included, coaching that factors in the success of professional
emphasizes strategy and insights tends emphasizes that development. She also notes that how
to be more successful than prescription- programs that coaching, a relatively common feature
oriented coaching. acknowledge the in professional learning today, supports
Kennedy notes that teacher practice, enactment influences the effect size.
as previous research confirms, increases
incremental growth of She calls on researchers to examine
incrementally over time. The display also teachers and include more closely professional development
confirms that M2 outcome measures, a follow-up measure providers’ content and pedagogical
those more closely aligned to program knowledge and their approach to
content and goals, have greater effect
have larger effect enacting learning. She notes that more
sizes than those that use more general sizes. effective programs included in the 28
measures of student achievement. studies had providers with established
Kennedy summarizes the first need to improve their practice or learn histories of working with teachers,
display by noting that prescription as an something new, may be at play in direct experience in the classroom, and
approach to enactment has the lowest instances where effect size is larger and expertise with the content and teacher
effect, with body of knowledge next, where there is follow-up with teachers. learning.
insight next, and strategy the highest She specifically points to programs She emphasizes that programs that
for the studies addressing the challenge that had a negative effect, and posits acknowledge the incremental growth
of portraying content. that such a negative emotional response of teachers and include a follow-up
Studies with mandatory assignment may be resistance to the program’s measure have larger effect sizes.
have lower effect sizes as do larger- demands. Programs in the areas of
scale studies than other studies. The enlisting participation and exposing LIMITATIONS
overall effect size is .10 for these 15 student thinking tended to be more Kennedy introduces a new way
studies and, when the studies that used strategy- and insight-based and have to analyze the effects of professional
mandatory assignment are removed, the larger effect sizes, especially in their development research that challenges
effect size rises to .16. second year, than other programs. the What Works Clearinghouse
The studies in this cluster are all In concluding about the second standards for research design and
below .2, and Kennedy notes that display, Kennedy notes that programs demonstrates that research in
higher effect sizes in other reviews are in any of the four challenge areas are professional development that follows
likely distorted by the variance in the likely to improve student achievement, the recommended high-level evidence
sample size, research design, statistical suggesting that no one area is more standards are less effective than studies
analysis, and professional development important than another. All contribute that are smaller scale and use voluntary
content and approach. to improved practice and student assignment. As she notes, other factors
The second display includes all the success. not examined in the traditional
programs clustered by the challenges Kennedy explains how the approach professional development research, such
their content addresses. Using the she used for analysis of the effect size as motivation to learn and provider
same symbols to depict each program, of the 28 studies differs from the more attributes, may influence results.
clustered along the x-axis by their traditional analysis of professional Kennedy does not include the
challenge area and excluding those development studies using the specific effect size for each study based
programs with mandatory assignment common features of intensity, collective on her computation. The effect size
in the portraying content section, participation, content knowledge, and is portrayed in the graphical display,
Kennedy makes it easy to compare coaching. yet including the specific number in
programs based on participant She challenges basic assumptions in the table would be a helpful reference
assignment to treatment group. each area with studies she included and for readers. Overall, the computation
The differences in effect size calls upon researchers to go beyond the of effect size produces small numbers
introduce the possibility, Kennedy surface features to examine more closely for each study, which may lead some
suggests, that social motivation, in the specific content of and approach to question the value of professional
which the participants desire to support to enactment using the theories of development in general based on the
the researcher rather than perceive a action she articulates and teacher small effect sizes. ■

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 21

ESSENTIALS
■ AN INSIDE LOOK AT SCHOOLS regardless of whether The report concludes with a
Busting the Myth of ‘One-Size-Fits-All’ they take advantage of discussion of growing efforts by public
Public Education the opportunity. schools to personalize learning. Included
Center for Public Education, September Using data from the is a list of questions for school leaders
2017 federal Schools and who want to expand or improve options
The Center for Public Education Staffing Survey, the for students.
examines access to options within the report then documents the prevalence
public education system. The report first of various program choices inside public www.centerforpubliceducation.
estimates how many students are able schools and, where possible, compares org/mythbusting
to choose which public school to attend, these to private schools.

■ SOCIAL AND EMOTIONAL ■ HOW ARE SCHOOLS DOING? ■ LEARNER-CENTERED SCHOOLS

LEARNING The 49th Annual PDK Poll of the Leadership Competencies for Learner-
Navigating Social and Emotional Public’s Attitudes Toward the Public Centered, Personalized Education
Learning From the Inside Out Schools Jobs for the Future and the Council
Harvard Graduate School of Kappan, September 2017 of Chief State School Officers,
Education, March 2017 Highlights from the 2017 PDK poll September 2017
The report looks at 25 top social include: This report is intended to serve
and emotional learning programs to • Americans want schools to focus as a first step in
identify and summarize key features on career and personal skills to identifying the
and attributes of ensure that students are prepared knowledge, skills, and
programming for for life after high school. dispositions leaders
elementary age • Substantially more Americans must master in order
children, addressing oppose than to build and sustain
the need for support school learner-centered,
information about vouchers. personalized schools and learning
curricula and implementation to • Most parents environments.
help schools and out-of-school time value racial/ Learner-centered refers to four
providers make informed decisions. ethnic and specific practices that together
Worksheets and summary tables economic diversity in schools — show strong evidence of success
are included to help users apply but they don’t believe it’s worth a in preparing students for college,
social and emotional learning longer commute to school. careers, and civic life: personalized
program data to their own context. • Parents say standardized tests learning, competency-based
Other key features include: don’t measure what’s important education, anytime/anywhere
• Background information on social to them, and they put such tests learning opportunities, and student
and emotional learning and its at the bottom of a list of indicators ownership.
benefits; of school quality. These competencies are designed
• A summary of the evidence base • Most public school parents expect specifically for education leaders. A
for each of the 25 programs; and their child to attend college full companion resource focuses on the
• Recommendations for adapting time, but that may not mean a educators closest to and responsible
the programs for out-of-school four-year college. for students’ day-to-day learning.
time settings.
http://pdkpoll.org/ http://ccsso.org/
www.wallacefoundation.org/ Resources/Publications/
knowledge-center/Pages/ Leadership_Competencies_
Navigating-Social-and- for_Learner-Centered_
Emotional-Learning-from-the- Personalized_Education.html
Inside-Out.aspx

22 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 FOCUS
Inform. Engage. Immerse.

REFLECTING ON PRACTICE

“I see myself giving students the right

answer. If I’m not always processing and
thinking, sometimes I end up feeding them the
“V ideo offers an unedited opportunity
to see classroom practices through
the eyes of the teacher, capturing visual and
correct answer. But then sometimes it’s in my auditory occurrences without a filter. Teachers
head: ‘No! Don’t give them the answer. OK, well notice things on the video that they may not
what can I do?’ and I know I should use those have noticed in the moment.”
‘what,’ ‘why,’ and ‘how’ questions as opposed to — Replay, reflect, refine, p. 40
giving them the answer.”
— Accentuate the formative, p. 24

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 23

FOCUS REFLECTING ON PRACTICE

Theron Blakeslee,
left, and Lauri
Bach, an 8th-grade
U.S. history teacher
in Kingsley,
Michigan, review
the video of her
teaching.

ACCENTUATE
MICHIGAN
TEACHERS
USE RUBRICS

FORMATIVE
AND VIDEO TO
IMPROVE THEIR
THE PRACTICE

24 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 5 DIMENSIONS OF FORMATIVE
ASSESSMENT
1. PLANNING
• Instructional planning
2. LEARNING TARGETS
• Use of learning targets
• Learning progressions
• Model of proficient achievement
BY THERON BLAKESLEE, DENNY CHANDLER,
3. ELICITING STUDENT
EDWARD ROEBER, AND TARA KINTZ

F
UNDERSTANDING
• Activating prior knowledge
ormative assessment is one rubrics to provide actionable feedback • Eliciting evidence of student
of the most effective tools to each other. understanding
that teachers use to promote • Teacher questioning strategies
student learning, and Lauri Bach, • Rationale for questioning
watching yourself teach on 8TH-GRADE U.S. HISTORY 4. FORMATIVE FEEDBACK
video is one of the most effective ways Lauri Bach teaches 8th-grade U.S. • Feedback from the teacher
to improve your teaching. As part of a history at Kingsley Middle School in • Feedback from peers
project for the Michigan Department Kingsley, Michigan. For the last three • Student self-assessment
of Education, we worked with eight years, she has been a member of a 5. INSTRUCTIONAL AND LEARNING
teachers in Michigan who are using school-based learning team studying DECISIONS
videos of their teaching to improve their formative assessment practices with her
• Adjustments to teaching
• Adjustments to learning
use of formative assessment practices. colleagues.
In this article, we describe one of All teachers in her school are
the rubrics we used and highlight some members of a learning team, where
of the improvements that the teachers teachers read, discuss, and sharpen their districts throughout Michigan. FAME
in our project discovered for themselves ideas about implementing formative provides support and resources through
through this process. We also discuss assessment. regional coordinators, with the express
how the learning teams we worked with The Formative Assessment for purpose of studying and implementing
are moving toward facilitating their Michigan Educators (FAME) project of formative assessment practices.
own enhanced professional learning the Michigan Department of Education Bach’s learning team has been
using classroom observations and the works with teams like this in about 160 meeting for three years. While teams

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 25

FOCUS REFLECTING ON PRACTICE
RUBRIC: TEACHER QUESTIONING STRATEGIES
DIMENSION LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
3.3 The teacher is generally The teacher often The teacher often The teacher often asks
Teacher questioning looking for the correct scaffolds students’ asks for elaboration students to explain
strategies answer and often thinking to help them or clarification of a how they arrived at an
produces it if one or produce the correct student’s answer. answer or how their
two students don’t. answer. answer connects to
another student’s.

like this are a supportive place to she wanted to change. Would these of self-evaluation, “How well do you
discuss new teaching practices, they improvements have occurred to her think you’re prepared for the test on
may not be set up to provide an without actually watching herself teach? Monday? Do you think there are some
essential component of improvement: How reflective can we be about our areas for you to work on? If so, come in
descriptive, actionable feedback to each own teaching when we’re in the middle for extra help during seventh hour.”
other about actual classroom practice. of it, guiding students through the class These self-assessments aren’t the
So when we suggested to Bach and period? only piece of formative feedback.
seven other teachers that we would like Bach provides descriptive, actionable
to observe in their classrooms, video OBSERVING TEACHING feedback during class and on written
their teaching, and then use rubrics to The classes we observed were very assignments, and the students are
analyze and reflect on their teaching, active and highly engaging for Bach’s learning to evaluate each other’s work
they saw this as an opportunity for students. Woven throughout her lessons and give peer feedback.
formative assessment on their own use were formative assessment strategies For example, in one class, students
of formative assessment. that helped her make instructional were paired to listen to each other’s
Bach allowed us to sit in the back decisions and encouraged students to warm-ups and offer suggestions for
of her classroom with a video camera take ownership of their learning. making each other’s work more specific.
and record one of her classes for five In one lesson we observed, students The task wasn’t particularly successful on
days. Then she joined us later each took on the roles of several Founding the day we observed, but Bach’s reaction
day to watch portions of the video, Fathers to re-enact the events leading was to give students her own feedback
talk about her teaching, and use a set up to the Supreme Court decision on the process and let them know they
of rubrics to determine her level of of Marbury v. Madison, establishing would continue to practice this.
practice of formative assessment on five the concept of judicial review. Their When we came back to observe a
dimensions (see box on p. 25). learning targets were about developing month later, students were asked again
Bach is a strong teacher, and, not an awareness of landmark cases and, to give feedback to their peers. This
coincidentally, a strong learner. Even in particular, an understanding of time they used a rubric to evaluate their
though she said she was nervous with how the judicial branch of the federal partner’s diary entries — a summative
the video camera in the back of the government subsequently gained greater activity to show what they had learned
room, the first thing she wanted to power. The final production at the end about the Industrial Revolution by
know when we came together after her of class was short but informative, and creating a fictitious diary entry of a
class was, “What can I do better?” students were enthusiastic about the young person from that time period
As researchers, we were not there work. about the issues they faced working in
to tell her what to do better. Our The formative assessment strategy the factories.
approach was to facilitate, asking, at the end of this class was a self- This time, there were many more
“Given what we’ve just seen of your evaluation of learning from this role- instances of students who gave and
teaching, where do you place yourself playing activity along with several received actionable feedback, and
on each of these rubrics?” other activities from the past few some could be seen adding to their
As our discussion progressed and days, using scales — student-centered papers afterwards. This demonstrated
Bach used the rubrics to analyze her generic rubrics based on the learning the effectiveness of the feedback and
teaching, not only did she feel confident targets. Bach’s students self-assess often, practice that Bach gave to the class in
that many things she was doing were tracking their progress over the course the intervening month.
“right,” she also discovered a few things of a unit. Bach will ask, after this kind The last activity for the day,

26 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Accentuate the formative

the exit ticket, engages students in It’s not just discussion, and it’s not just
metacognition about their learning
(i.e. “Tell me some things you did
reflection on the day’s highs and lows. It is
to make your learning go well for an analysis of the day’s work with rubrics
you today”). One of the purposes of
formative assessment is to give students
that describe the practices we aim for.
ways to take more ownership of their things better,” it wasn’t a surprise to see formative assessment rubrics becomes
learning, and being metacognitive is her trying level 4 questions the next day very useful, focusing on the connection
an important step. We want students in class. When the opportunity arose, between practice, as recorded from the
to adjust their learning strategies in she asked several students, “How did day’s lesson, and theory, as embodied in
response to teacher and peer feedback as you come up with that answer?” They the rubrics.
well as their own self-reflection. seemed to enjoy talking more about What makes this approach to
The other purpose of formative their ideas. professional learning potentially
assessment is for teachers to adjust powerful is this connection between
instruction based on evidence of CONDITIONS FOR SUCCESSFUL theory and practice. It’s not just
student understanding. Bach collects LEARNING TEAMS discussion, and it’s not just reflection
exit tickets and warm-ups to check Learning teams like Bach’s need to on the day’s highs and lows. It is an
every student’s progress on almost a be structured, planned, and facilitated analysis of the day’s work with rubrics
daily basis. to meet three conditions necessary that describe the practices we aim for.
On one occasion, she gave as for effective adult learning: 1) having
a warm-up: “Tell me one specific a single purpose; 2) using a coach FORMATIVE ASSESSMENT
thing you learned yesterday about the who asks probing questions; and 3) RUBRICS
Industrial Revolution.” She makes making connections between theory The rubrics that teachers in our
decisions about the pace of the class and and practice (Kintz, Lane, Gotwals, & study have been using were developed
the necessity for review based on this Cisterna, 2015). over several years by two research teams,
evidence collected from students. Michigan’s FAME learning teams one with members from Michigan
satisfy the first condition by focusing State University and one sponsored by
TEACHER QUESTIONING on formative assessment. They strive to the Michigan Assessment Consortium,
STRATEGIES maintain that focus in each meeting, a nonprofit coordinating body
Bach set the tone for our first knowing that it can be tempting to go promoting effective assessment practices
afternoon session when she entered the off agenda to discuss other school issues. throughout the state.
room asking, “What can I do better?” All FAME learning teams have The rubrics are based on five
As we went through the class activities coaches, and many are trained essential dimensions of formative
on video and coded each instance in Cognitive Coaching (Costa assessment, each described by one or
of her use of formative assessment & Garmston, 2016) so that they more subdimensions, as shown in the
with an appropriate description from know how to listen and ask probing box on p. 25.
the rubrics, she constantly had self- questions, satisfying the second The rubrics do much of the work of
improvement as her frame of mind. condition. guiding discussion with teachers as they
On the first day, she focused on The third condition may be the reflect on their daily practice. However,
the rubric about teacher questioning most difficult to achieve. By design, we served as knowledgeable colleagues
strategies (see table on p. 26). learning teams are places to gather, who asked questions that may have
The idea behind this rubric is read, and discuss. Connections between moved their reflection forward.
that some types of questions might theory and practice may be addressed Reviewing one’s teaching and
provide more insight into a student’s if teachers bring specific classroom analyzing it using rubrics might work
understanding than others, thus giving instances to the group and jointly try fine for many teachers if they do this
teachers valuable information for to solve the problem of how formative work alone. But analysis is enhanced
making instructional decisions. assessment can be applied. Still, this is when they do this with a colleague who
Bach noticed that she often asked just conversation, not exactly practice. can ask simple questions such as, “How
questions at level 2 or 3, but rarely This is where recording one’s could you have done that differently?”
at level 4. Given her focus on “doing teaching and analyzing it using or “What does that rubric statement

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 27

FOCUS REFLECTING ON PRACTICE
mean to you for your practice?” This is what practices with learning teams and
Importantly, the colleague is not
the evaluator. The evaluation tool is
formative implementing the practices for at least a
couple of years. We are very interested
the rubric. The basic questions for self- assessment is in how useful this approach will be with
reflection with rubrics are: “Where am
I currently on this hierarchy of practice?
about, making novice teachers, especially those who
are just starting to implement formative
Where do I want to be? What can I do frequent assessment practices in their classrooms
to get to that point?” The answers lie in
the video of the teacher’s teaching.
adjustments to and want feedback.
Also, this approach could be used
teaching or learning with any teaching improvement goals,
INSIGHTS INTO TEACHING strategies to help not just formative assessment. We might
Bach was one of eight teachers argue that formal evaluation systems
in our study. Each of them could students move would be fair only if they provided this
have been highlighted in this article toward deeper level of detailed feedback to teachers,
because all are strong teachers with with the opportunity for viewing actions
similar commitments to improving understanding of that contribute to a certain rating. This
their practice. Every teacher we worked the learning targets would be a fundamental blending of
with gained insights into their teaching teacher evaluation with professional
through this process. for the course. development.
Some insights, like Bach’s described
earlier regarding the types of questions REFERENCES
she asks, could be seen as minor • “I could make copies of the Costa, A. & Garmston, R. (2016).
adjustments in teaching methods. model research projects that are Cognitive Coaching: Developing self-
Her decision to ask a different type of on the board so students can directed leaders and learners (3rd ed.).
question would not be minor if it results use them more conveniently.” Lanham, MD: Rowman & Littlefield
in new insights that can be used to adjust • “I could have asked a question Publishers.
instruction to the benefit of students. at that point to get them to Kintz, T., Lane, J., Gotwals, A.,
This is what formative assessment figure it out, rather than telling & Cisterna, D. (2015). Professional
is about, making frequent adjustments them.” development at the local level:
to teaching or learning strategies to • “I see myself giving students Necessary and sufficient conditions
help students move toward deeper the right answer. If I’m not for critical colleagueship. Teaching and
understanding of the learning targets always processing and thinking, Teacher Education, 51, 121-136.
for the course. sometimes I end up feeding •
Frequent adjustments happen only them the correct answer. But Theron Blakeslee
with frequent feedback. Teachers in then sometimes it’s in my ([email protected]) and
our research project felt that they were head: ‘No! Don’t give them the Denny Chandler (dtchandler@
getting their own formative assessment answer. OK, well what can I fuse.net) are employed by the
because the process of watching one’s do?’ and I know I should use Michigan Assessment Consortium
teaching and analyzing it using rubrics those ‘what,’ ‘why,’ and ‘how’ to conduct research for the
provides descriptive, actionable feedback. questions as opposed to giving Michigan Department of Education
As one teacher in the group said, them the answer.” on the FAME program. Edward
“Adjustments to teaching — this is So why not expand the concept Roeber ([email protected]) is
formative assessment in my mind. of formative assessment to include assistant director of the Michigan
You’re always watching and then decide: feedback that teachers get not only Assessment Consortium and directs
Do you keep going with your lesson plan from their students, but from their own the consortium’s FAME research
because that was your lesson plan, or reflection on a day’s lesson, with or effort. Tara Kintz (kintztar@msu.
can you adjust on the fly and change it without a colleague to help? edu) is director of the fellowship of
because of the feedback you’re getting?” Teachers in our project were instructional leaders in the Office
Other examples of teachers’ insights experienced professionals who had of K-12 Outreach at Michigan State
included: been working on formative assessment University. ■

28 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Learning Forward...
your partner for school improvement
Are your Learning Forward supports leaders at all levels
in transforming their systems into learning

improvement systems, where all educators engage in a

measurable and scalable cycle of continuous
efforts getting improvement.
Our high-impact consulting services provide
the results you you with the tools to transform professional
learning, increase educator capacity, and
want? improve student achievement.

As your partner for student

achievement, we offer:
■ Coaches Academy

■ Professional learning communities

■ Principal leadership

■ School improvement

■ System improvement

■ Standards alignment

■ Comprehensive planning

■ Support for states

■ Customized services

Our customized services ensure your

educators engage in professional learning
grounded in standards and focused on
improved instruction and student results.

For more information, contact Associate Director

of Consulting and Networks Tom Manning at
[email protected] or 972-421-0900,
or visit www.learningforward.org/consulting.
FOCUS REFLECTING ON PRACTICE

LEADING
THE WAY
IN LITERACY
CLASSROOM VISITS OFFER A COMPREHENSIVE VIEW OF TEACHING AND LEARNING

BY BONNIE HOUCK AND SANDI NOVAK

S
chools and districts or how districts can build literacy them to evaluate individual teaching
are required to have leadership capacity. performance.
improvement plans that Leaders need a system to collect and
specify instructional and analyze timely and useful information A BETTER WAY
curricular ideas to enhance about current instructional practices Many districts need clear
teachers’ ongoing practice and assist in their schools and how students classroom data focused on the literacy
students in performing at higher levels. engage and collaborate in the process culture and instructional practices
Yet little has been done to examine the of learning. These data must be being implemented in each school.
specific knowledge that principals need collected consistently for instructional Understanding these elements is crucial
regarding literacy teaching and learning growth and without the intent of using for success, and this is where the

30 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 IMPLEMENTATION TIPS
FOR DISTRICT AND SCHOOL
LEADERS
To effectively implement literacy
classroom visits, district and
school leaders must:
• Ensure successful training
and ongoing support for
conducting literacy classroom
visits.
• Provide consistent structures
for analyzing literacy classroom
visit data to determine
professional learning needs
and the impact such learning
is having on instruction and
student learning.
• Model nonevaluative, action-
oriented feedback about the
literacy classroom visit to
teachers to inspire growth and
change.
• Offer strategies for providing
the professional learning
identified by literacy classroom
visit data as needed to improve
literacy instruction.
• Guide the use of literacy
classroom visit data to monitor
Photo by SANDI NOVAK the implementation of the
Dawn Brown, principal at Washington Learning Center in New Ulm, Minnesota, uses the knowledge and practices
Literacy Classroom Visit instrument as she gathers data in her school.
gained through professional
learning experiences.
Literacy Classroom Visit Model can frequent, informal, and focused visits
make a difference. to classrooms by observers whose
Collecting and using Literacy purpose is to gather data about teaching concentrate specifically on research-
Classroom Visit Model data from every practices and engage in collaborative supported practices that have a direct
school across a district can provide a follow-up (Houck & Novak, 2016). effect on literacy achievement.
richer, more comprehensive view of Like instructional rounds and three- The Literacy Classroom Visit Model
the status of teaching and learning minute walk-throughs, literacy is also distinctive in terms of how data
districtwide. Districts can use these data classroom visits can be conducted in are collected and analyzed to direct the
to design improvement plans and help teams and focus on student learning focus on specific data patterns. These
outline the best strategies for reaching and collaborative discussion around patterns highlight instruction and
district and school goals. descriptive, nonjudgmental data. learning of the community rather than
Literacy classroom visits are brief, However, they are unique in that they the practices of individuals. Over time,

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 31

FOCUS REFLECTING ON PRACTICE
they reveal evidence of a developing principals opportunities to share and to identify quality literacy instruction in
culture of literacy as well as effective learn about strategies and approaches classrooms. After building foundational
practices. that support quality teaching. By knowledge, they go back to their
providing this time, district leaders schools to gather data that indicate
DISTRICT LEADERS’ ROLE foster intentional collaboration among the status of literacy teaching and
Districts are the logical avenue leaders as they work toward integrating student learning. Principals observe all
to provide the support school leaders the Literacy Classroom Visit Model classrooms at least two times during a
need to improve literacy teaching into ongoing, consistent practices across four- to six-week period gathering data
and learning. Ensuring that schools the district. before returning for their third day of
get what they need without causing professional learning.
undue frustration requires a balanced PRINCIPAL LEARNING On day three, leaders work
partnership and clarity between districts The best way to grow a district’s together to analyze their school data
and schools. District administrators capacity to improve teaching and patterns, discussing and learning
who create a learning environment learning is to ensure that every from each other’s data while thinking
based on trust and clearly established school becomes a model of effective collaboratively about possible next
norms for collaboration create a culture professional learning through steps. They also learn how to include
in which the Literacy Classroom Visit collaboration and collegiality. To reflective practices in the professional
Model can bear fruit. increase their effectiveness in raising learning culture within the school.
District leadership, according student achievement, principals also At the end of the day, principals are
to Learning Forward’s (2011) need opportunities to participate in equipped with different, enhanced
Standards for Professional Learning, learning opportunities with their peers instruments. They return to their
should provide professional learning (Mizell, 2009). schools to visit classrooms and collect
experiences that enable principals to Districts can build leaders’ data with a tighter focus.
function as instructional leaders. capacity to work together effectively A month later, during day four,
With the Literacy Classroom Visit by developing a cadre of principals leaders learn to use the data to develop
Model, district leaders and principals and other leaders who work with action steps to address the common
have distinct, mutually reinforcing learning teams within their schools. For patterns that emerge from the literacy
roles. The central office assumes principals to understand, value, and data. They discuss how to share their
responsibility for defining goals and lead these learning teams, they need to data analysis and recommendations for
standards for teaching and learning, experience working within facilitated resources and professional learning with
allocating resources to schools, and study teams themselves. teachers by using critical, nonevaluative
providing the supports that principals A strategy to provide professional language seated in data.
and teachers need to successfully meet learning for a large group of principals Prepared with extended
district-established literacy standards. using economies of scale is to offer knowledge of what effective literacy
Principals and teachers are it through the state principals instruction looks like and how to
responsible for implementing teaching organization. To make the greatest monitor if professional development
and learning goals, using school-based impact, state organizations should is implemented with fidelity, these
professional development resources, ensure the professional learning is principals are ready to lead their literacy
and developing strategies for evaluating focused, job-embedded, and sustained. improvement efforts with confidence.
their progress. District leaders can Offering leadership teams professional Katy Schuerman, a principal in
assist with schools’ collection, analysis, learning for the Literacy Classroom Wanamingo, Minnesota, says that,
and use of literacy classroom visit Visit Model through the state principals since engaging in professional learning
data for decision making. Specifically, organization provides consistency and about the literacy classroom visit, “I
districts can help schools improve the creates a statewide support network for have a clear vision of what instructional
validity, reliability, and relevance of the leaders as they develop processes for practices can make a difference.”
data collected and provide technical instructional growth and change. Jim Schimelpfenig, a principal in
assistance or training in using the data In Minnesota, groups of principals Howard Lake, Minnesota, says that
to inform management, instruction, meet for the first two days of a four-day literacy classroom visits “will impact
and literacy improvement. professional learning experience during not only literacy instruction but all
Finally, district leaders can give the summer to learn about and be able instruction in my school.”

32 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Leading the way in literacy

MOUNDS VIEW PUBLIC SCHOOLS

Several school districts sent all of
their principals and associate principals
or district leaders to the Minnesota
Elementary School Principals’
Association Literacy Academy to learn
to use the Literacy Classroom Visit
Model throughout their schools.
Professional learning for principals
in the Mounds View Public Schools
began with the principals participating
in four days of learning about the
Literacy Classroom Visit Model, where Photo by SANDI NOVAK
they examined important areas specific School leaders discuss data collected using the Literacy Classroom Visit instrument in their
to the culture and context they lead. schools at a Minnesota Elementary Principals Association Literacy Leadership Academy.
From left: Nancy Wittman-Beltz, principal, Jonathan Elementary School; Jon Kison, dean of
When principals returned to their
students, Chanhassen Elementary School; Charles Zemek, dean of students, Clover Ridge
schools to gather two rounds of data, Elementary School; and Greg Lange, principal, Chanhassen Elementary School, all from
the 10 Mounds View principals wanted Eastern Carver County Schools in Minnesota.
to conduct one round of data in a
school together. Conducting literacy conversations using the Literacy initiative, district leaders can help
classroom visits with literacy leaders is, Classroom Visit Model.” ensure that all school leaders conduct
in itself, useful professional learning for Storti’s colleague, Todd Durand, useful and powerful literacy classroom
principals. who is also a principal in Mounds visits by providing professional learning
Their discussions about the View, added, “We have more kids for principals and teacher leaders
attributes identified on the literacy reading than ever before. They love from each school, conducting literacy
classroom visit instrument help to read. Since we have dedicated our classroom visits in small groups and
them identify what is being taught, professional learning to literacy, we analyzing the data together, offering
and the process of identifying and have more books checked out from coaching, and providing additional
communicating areas of strength and the school library, the guided reading access to outside experts when needed.
need deepens their content knowledge library, and classroom libraries. Leaders in New Prague Area
and enhances their ability to hold Students know what they are supposed Schools in Minnesota value professional
meaningful and focused conversations to learn and do, using their own work learning for their teachers and
with teachers about their instruction as evidence of accomplishment. This realized that the district was ready
and student learning. revitalization and focus on literacy- for an intentional plan for consistent
Building a community of leaders based professional learning has changed instruction to enhance literacy
is vital to improving instructional our instructional practice.” achievement for all students. We
leadership. As leaders work together to worked with the district to provide
learn and discuss developing practices, A DISTRICTWIDE CULTURE guidance in using the Literacy
they create relationships that have a OF LITERACY Classroom Visit Model to identify
positive effect on those whom they Districts play important roles in specific areas of strength and need.
lead (Spillane, 2006). As teachers see promoting and sustaining the successful Our first step was to work with the
their leaders working and growing use of the Literacy Classroom Visit director of curriculum and instruction
together, they respond to the model of Model. When district leaders assume to determine the district’s needs before
collaboration. responsibility for building capacity working with the leadership team.
Allison Storti, a principal in through their school leaders, they The process for principals and
Mounds View, Minnesota, says, develop a collaborative culture that district leaders began with a full day
“There is so much power in being supports application of the model dedicated to learning about current
aligned across the whole district. It’s and builds a flourishing literacy research-based practices in literacy and
important for the staff and community environment. how to use the model. Next, principals
to see that we are all having common If the model is part of a multischool led a staff meeting in their schools to

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 33

FOCUS REFLECTING ON PRACTICE
explain the process and how data would guided practice and independent reading Barnum, Minnesota, describes the
be collected and used. A teacher survey and application. Teachers dedicated impact of the Literacy Classroom Visit
gauged their knowledge of current some time to independent reading, but Model: “Using the Literacy Classroom
literacy practices. students needed support in self-selecting Visit Model to guide our professional
As a team, leaders conducted texts across their reading range to apply learning has changed the way we teach
literacy classroom visits in each school their learning while reading. and students learn. Our teachers have
to determine baseline patterns of Equipped with the teacher survey transformed literacy instruction by
strength and need. Within a few weeks, and classroom visits data, leaders providing lessons aligned to standards
they collected a second series of data, developed a three-year plan for resource with a specific focus on learning targets,
then reflected on and discussed what allocation and professional learning using data to improve instruction, and
they gathered. that included periodic classroom meeting student needs in a targeted
The emerging patterns from the visits to ensure learning is applied and manner.
literacy classroom visits and teacher integrated into classroom instruction. “Our students are stronger readers
surveys affirmed that literacy was These visits also help assess the impact as a result of common, schoolwide
highly valued across the district and of instructional changes on student reading practices, and instruction that
teachers supported students’ literacy growth and achievement. meets their individual needs. Given the
development by offering classroom Maren Bahler, director of gradual release model of instruction,
libraries and a variety of literacy curriculum and instruction in New students now take further ownership
learning opportunities across grade Prague, Minnesota, said, “As we of their reading, which has empowered
levels. implement the Literacy Classroom Visit them as learners. Our assessment data
Teachers posted learning targets Model systematically in all elementary have shown an increase of over 20%
and provided time for students to read buildings, our district leaders are over the past four years. The Literacy
independently. Data also revealed more aware of what to look for, in a Classroom Visit Model works.”
that, while the district demonstrated a particularly efficient way, to ensure best
literacy culture and elements of solid practice of literacy instruction.” REFERENCES
instruction, it lacked consistency in DuFour, R. & Mattos, M. (2013).
every classroom and across the district. A CATALYST FOR LASTING How do principals really improve
Conversation among the leaders CHANGE schools? Educational Leadership, 70(7),
focused on how to move from good Strong leaders recognize the 34-40.
instruction to great. value of effective teachers and the Houck, B. & Novak, S. (2016).
Patterns indicated several important instructional environments they create. Literacy unleashed: Fostering excellent
areas in need of growth: organizing Accordingly, they understand how reading instruction through classroom
classroom libraries to support student important it is to identify and provide visits. Alexandria, VA: ASCD.
self-selection of texts for independent the resources and professional learning Learning Forward. (2011).
reading and application; establishing experiences that teachers need to Standards for Professional Learning.
a practice of conferring with students increase student achievement (DuFour Oxford, OH: Author.
about their reading on a regular basis; & Mattos, 2013). Mizell, H. (2009, February).
writing, teaching, and assessing learning The Literacy Classroom Visit Model Top performance requires that system
targets; and using effective small-group supports leaders in this task by helping leaders develop principals’ learning. The
instruction to support the shift in them collect and analyze information Learning System, 4(5), 2.
ownership from teacher to student. about current classroom practices and Spillane, J.P. (2006). Distributed
While many classrooms posted provides teachers with the support leadership. San Francisco, CA: Jossey‐
learning targets, the targets did not they need to grow. Used well, the Bass.
provide clear performance criteria so model is a catalyst for lasting change. •
that students could know what they By incorporating purposeful literacy Bonnie Houck (houckreadz@
were expected to learn, do, and show to classroom visits into their improvement gmail.com) is an education
move toward proficiency. And, although efforts, principals can create and consultant, author, and professor.
teachers taught and modeled learning sustain a powerful culture of literacy Sandi Novak (snovak9133@gmail.
goals in whole-group lessons, this throughout the school community. com) is an education consultant and
support didn’t extend to small-group Tom Cawcutt, a principal in author. ■

34 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

FOCUS REFLECTING ON PRACTICE

Photo by ANDREW MILLER

From left, teachers Lillian Wu, Stephen Venema, Kathy Lynch, Ivy Wang, Mary Burns, Phil Kittower, and Misti McDaniel of the Shanghai
American School in China participate in a protocol exploring a problem of practice.

PROCESS PROJECT-BASED LEARNING BUILDS

TEACHERS’ COLLABORATION SKILLS

FOR DISCOVERY
BY ANDREW MILLER

P
roject-based learning is a achievement data on tests such as Students are more engaged in
successful way to engage Advanced Placement (Edutopia, 2013) learning as they grasp with problems,
students in learning in as well as increased critical thinking challenges, and questions to investigate
the classroom. Research and problem-solving skills (Beckett & in an authentic context (Thomas,
reports increases in student Miller, 2006). 2000). In addition, teachers report

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 35

 FOCUS REFLECTING ON PRACTICE

Grade
Working
rap Conditio
Mouse T
3
SOCIAL S
TUDIES ns
Grade
RACY
SCIE NCE LITE

STUDENT PRODUCTS

8
• Participate in a table team measuring activity
Beanz Meanz Mathz
Grade

and determine the standard deviation of varying

MATH lengths of beans.
• Complete assessment independently to show
understanding.
TEACHER REFLECTIONS
“It was very visual to see how standard deviation
works. Without us telling them about what standard
deviation is, the students were able to develop
their own understanding. They moved the concrete
to pictorial to the abstract, an essential part of
mathematical thinking.”
— Hank Claassen and Misti McDaniel
PROJECT
DESTUDENT
SCRIPTIOREFLECTIONS
N: N:
CRIPTIO
PROJ ECT DES “The most enjoyable part of this activity was being
Driving question: What's the variance in able to measure tangible items instead of having a
premade data set, allowing us to understand the full
heights of your data of beans?
process of calculating the standard deviation. The
most important thing I learned was to go over all of
the collected data with my team afterward to prevent
PROJECT DESCRIPTION: mistakes in the calculations. The most difficult part of
In order to learn about standard deviation, the bean activity would be making sure that everyone
students were given a variety of beans of different had the same data and came to a consensus with each
lengths. Sample data sets included the same type calculation before moving on.” — Elle
of beans of different lengths, as well as a mixture
of beans of different lengths. Students measured “My favorite part of the activity was learning hands-on
the lengths of green beans and determined the by doing an actual experiment to learn how standard
mean, median, and mode, and then discovered deviation works. I liked learning this way because I
the standard deviation and variance. Students had more fun doing the work, therefore I remembered
worked in teams to accomplish this task, but then it better. The most important thing I learned was
showed what they knew independently. that 67% of the data falls within the first standard
deviation.” — Ella

SHANGHAI AMERICAN SCHOOL

Example of a discovery card from Shanghai American School. To learn more about the project at Shanghai American School and
see the discovery cards, visit: http://cards.buildingculturebybuildingpractice.com/story-discovery-cards.

increased satisfaction in their practice professional development? “projects,” we might conjure up images
when they use project-based learning Project-based learning provides of creating a volcano for a science fair
(Hixson, Ravitz, & Whisman, 2012). a framework for transforming or dressing up for a ’70s fair in social
This last finding is striking when professional learning with innovative studies class. These are what many of us
we consider the potentials for applying instruction and can be a model for working in project-based learning refer
project-based learning to professional designing job-embedded professional to as “dessert” projects.
development. If both students and development for all teachers. Traditionally, projects are often
teachers are more engaged when they used as a culminating experience
use project-based learning, why aren’t WHAT IS PROJECT-BASED after the majority of teaching and
we using the elements of project- LEARNING? learning has occurred. We might
based learning to engage teachers in When many of us think of the word teach important content and skills on

36 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Process for discovery

How to design project-based learning

I nstructional leaders have a number of factors to consider in designing project-based learning professional learning. The
project needs to have goals and outcomes connected to the school and/or district, appropriate voice and choice, and
should be an ongoing investigation over time.
The project should be manageable and have specific priorities to develop and assess. The learning for the project should
also be tangible and meaningful so that it can be assessed, including a public component or demonstration of learning. It is
also important to include times for collaboration and times for independent learning.
Use the following questions to facilitate your own design.
These questions can provide a framework for planning and implementing project-based learning professional
development. As we continue to improve our professional learning practices, we need to use learning methods that work
for our students. Project-based learning can be a powerful tool to increase teacher learning and engagement in reflecting
on and improving professional practice.

1. What are the goals and outcomes teachers need voice and choice 6. How will the project be inquiry-
for the project? Teachers should throughout. This might take the based and sustained over time?
be engaged in learning about form of teams investigating similar Instead of just a one-time work, the
professional practice. These problems of practice, choice in what project must be a sustained inquiry
could be goals related to specific products they will produce or share, process. There must be an effective
instructional strategies, student or even when they choose to do launch and driving question for
achievement data, or even specific components of the project. the project to focus the work.
collaborative and school culture The launch could be a video, a
4. How will teachers be assessed?
goals. provocative article, or an engaging
The project should include specific
workshop to start the process.
2. How will the project be products or deliverables, including
In addition, there needs to be a
meaningful, authentic, and authentic work units, discovery
focus on deeper learning through
challenging? The professional cards, or presentations. There
questioning.
learning project should be should be formative assessments
connected to the classroom, and that might include feedback 7. What variety of strategies and
teachers need to see it as directly sessions, protocols, or even structures will be embedded in
applicable to their daily work. The ongoing reflection journals. the project? Project-based learning
project should also be a challenge leverages a variety of instructional
5. How will teachers share their work
and push teachers outside of their strategies. An effective professional
and learning? A public component
comfort zone in appropriate ways. learning project should include
is critical to any project. It helps
protocols, workshops, classrooms
3. How will teachers have voice build accountability and culture.
visits, and other effective adult
and choice? While there may be Teachers should share their work
learning strategies.
specific goals for all teachers in with each other and perhaps with
the professional learning project, an even larger audience.

argumentative writing and then have might learn and how they will show in Shanghai, China, we have taken
students choose a project to show what that learning and share it with a public these components of effective project-
they know. Engaging, yes; but not quite audience (Larmer & Mergendoller, based learning and applied them to
true project-based learning. 2010b). professional development.
Instead of waiting for the project, Direct instruction might occur, but
project-based learning makes the it comes from the meaningful inquiry SHANGHAI AMERICAN SCHOOL
project the main course of learning, not of the project. The project is also Shanghai American School is
simply the dessert at the end (Larmer & centered around a meaningful driving China’s largest international school
Mergendoller, 2010a). As the project is question, such as, “Is our water safe to with students from over 40 countries
engaging and meaningful, learners learn drink?” or “How can we reduce poverty in grades pre-K to 12. Teachers come
and apply in a cycle of inquiry. Learners in our community?” from more than 27 countries, having
are given voice and choice in what they At Shanghai American School experience both teaching in the United

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 37

FOCUS REFLECTING ON PRACTICE
States as well as numerous other capturing and curating powerful ideas on the table.”
international schools across the globe. learning experiences, including After teachers identified what they
One of the challenges at Shanghai projects, units, and performance wanted to curate and reflect on, we set
American School is what we call tasks; up specific times to visit classrooms
a “suitcase” curriculum. By this, • Start the process of moving to start the process of curation. The
we mean that teachers are doing toward a guaranteed and viable coaches interviewed students, held
engaging projects and units with their curriculum by celebrating what short conversations with teachers in
students, but it isn’t often visible to all was working in the classroom; action, and took photos of the learning
stakeholders. • Support teachers in building occurring in the classroom.
While the school has adopted their reflective lens to improve Afterward, coaches created the
standards to focus on rigor and their daily work with students; discovery cards from the data collected
consistency, the implementation of and and scheduled follow-up conversations
these standards is made difficult by • Focus on both people and to reflect further about the work.
the continuous coming and going of product. Teachers openly reflected about what
international teachers. We celebrate To that end, we created a project worked and what they wanted to work
this, as international teaching provides with this driving question: “What is the on to improve their practice. Indeed,
the opportunity to travel and learn in story of learning at Shanghai American the discovery cards served as catalysts
many countries, yet we also know this Puxi Middle?” Our products were for conversations around teaching and
makes it a challenge for a consistent discovery cards that included photos learning.
experience of teaching and learning. of student learning in action, teacher After collecting many discovery cards
While teachers at the school reflections, a task or project description, and holding many conversations, we
innovate in the classroom, we have and student reflections (Miller, 2017). also held a staff meeting where teachers
been doing so through what already As coaches, we were chief curators brought a problem of practice to get
existed. All too often, orientation for of the work, but we also partnered with feedback from other teachers. Finally, we
incoming teachers has been hit or miss teachers to help them identify what assembled and shared an anthology of
in defining what is taught and assessed. they wanted to curate. We launched the cards to display our learning.
We knew we needed some baseline of our project during a Wednesday staff
curriculum to continue to innovate. meeting. We showed teachers a video FOSTERING AN EFFECTIVE
Thus, the school has focused on having that explained our project and our LEARNING COMMUNITY
a guaranteed and viable curriculum that goals. We also shared a timeline of At its heart, this professional
focuses on student learning. what would be occurring. We elicited development project focused on
In addition to this challenge, their likes and wonders to start the fostering an effective learning
instructional coaching is fairly new inquiry process and engaged them community of educators, a critical
at the campus. We needed to build a in brainstorming possible classroom component for effective professional
culture for coaching while working on experiences to curate. learning (Learning Forward, 2011).
the larger school goals of curriculum Next, we met with teacher teams to Not only did we have specific goals
and instruction. As teachers focused on discuss their initial ideas. To support for building collaborative and reflective
project-based learning in classrooms, we our learning as instructional coaches, skills, but the project was aligned to the
created professional development for two coaches attended these meetings. larger school goal of guaranteed and
teachers that would last a few months One served as a meta-coach to give viable curriculum. Teachers engaged
and mirror the project-based learning feedback after the meeting, while in collective responsibility to start the
experience. the other focused on facilitating the process of curating curriculum and
As coaches, our goals were to: conversation. reflecting on it to improve student
• Identify teachers’ learning goals; We used the Seven Norms of learning. Teachers were held accountable
• Support teachers in building Collaboration to build our collaborative to this project through the use of
their collaborative skills and skills, and they served as a tool for discovery cards, an anthology of student
learn from each other about reflection throughout every interaction work, goals from administration, and,
the experiences in which they (Garmston & Wellman, 2016). most importantly, from each other.
engage their students every day; These include “pausing, paraphrasing, Collaborative conversations were
• Make the hidden visible by presuming positive intent, and putting meaningful and celebratory rather than

38 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Process for discovery

taking a deficit approach. Reflection was ongoing were cultural outcomes that positively
The professional learning project and critical to the impacted student learning.
itself was a collection of effective
project’s success.
adult learning strategies and learning REFERENCES
designs. Teachers engaged in project- build clarity for learning outcomes Beckett, G.H. & Miller, P.C.
based learning. We used protocols and activities in our schools. The (2006). Project-based second and foreign
for professional practice to allow for discovery cards themselves were a clear language education: Past, present, and
equitable and structured conversations and transparent deliverable of student future. Charlotte, NC: Information
connected to student learning. Teachers learning, but there were other powerful Age.
developed their own goals and selected outcomes as well. Edutopia. (2013). Knowledge in
their own problems of practice to We collected comments from our action research: Results to date. Available
address. celebration and sharing of our learning at www.edutopia.org/knowledge-in-
Reflection was ongoing and critical anthology and discovery cards. One action-PBL-research-results.
to the project’s success, and tools and of the comments addressed the power Garmston, R. & Wellman,
norms increased teachers’ reflective lens. of learning what teachers are doing B. (2016). The adaptive school: A
The learning occurred in whole-group with students in their classrooms. “I’m sourcebook for developing collaborative
staff meetings, smaller team meetings, already seeing curricular connections to groups (3rd ed.). Lanham, MD:
and through informal visits and other colleagues I hadn’t seen before,” Rowman & Littlefield.
conversations. Teachers were engaged one teacher said. “I’m looking forward Hixson, N.K., Ravitz, J., &
from the voice and choice they had to integrating my curriculum.” Whisman, A. (2012). Extended
in their curation and through the fact Another teacher said, “It was great professional development in project-
that the work was directly related to to have a summarized snapshot of the based learning: Impacts on 21st century
classroom practice and student learning. learning experiences that students are skills teaching and student achievement.
Finally, the professional learning having, and it will help us to upgrade Charleston, WV: West Virginia
was effective and sustainable because we our curriculum next year.” Teachers Department of Education.
used existing resources. Instructional gained better clarity of what students Larmer, J. & Mergendoller, J.
coaches took the lead in designing were learning in their classrooms as (2010a). The main course, not dessert.
and implementing the professional well as other classrooms. This data also Available at www.bie.org/object/
learning project. The project itself was helped teachers set goals for the next document/main_course_not_dessert.
job-embedded and not a one-time visit year, when they will continue to engage Larmer, J. & Mergendoller, J.
from a coach, but an extended inquiry in the process of aligning curriculum (2010b). Seven essentials for project-
in teaching and learning with multiple and assessments to standards to based learning. Educational Leadership,
touch points and assessments. improve student learning outcomes. 68(1), 34-37.
Professional learning included In addition to curricular outcomes, Learning Forward. (2011).
whole-staff meetings as well as we noticed our teams are more willing Standards for Professional Learning.
designated days on the school calendar. to collaborate. Teachers regularly meet Oxford, OH: Author.
Overall, the project-based learning and protect that collaborative time to Miller, A. (2017). Deeper learning
professional learning experience drew focus on student learning. Teachers – for teachers. Available at www.
on best practices for adult learning and want to learn from each other and, in edutopia.org/article/deeper-learning-
effective professional learning for all the future, will engage in learning walks for-teachers-andrew-miller.
teachers. to continue to support this learning and Thomas, J.W. (2000). A review
collaboration. of research on project-based learning.
OVERALL IMPACT In addition, coaches saw more Available at www.bobpearlman.org/
Our overall goals were to build teachers coming to the office to ask BestPractices/PBL_Research.pdf.
a collaborative culture and start a for support. Some teachers who never •
dialogue around a guaranteed and visited before came for the first time Andrew Miller (andrew@
viable curriculum through discovering the whole year after completion of andrewkmiller.com) is an
what is occurring in the classroom. the project to have discussions and instructional coach at the Shanghai
We wanted colleagues to learn more dialogues. Not only were there more American School in Shanghai,
about each other, and we wanted to direct curricular outcomes, but there China. ■

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 39

FOCUS REFLECTING ON PRACTICE

REPLAY,
REFLECT,
REFINE
VIDEO-BASED COACHING ACCELERATES TEACHER GROWTH

BY DAVID BAKER, CATHERINE CARTER, PATRICIA HAGAN,

TEMPLE HAYLES, RYCHIE RHODES, AND KAREN SMITH

T
he cognitive load that discovered that a teacher makes 800 analyze and evaluate for effectiveness?
a teacher experiences to 1,500 educational decisions every Jim Knight discusses “the busyness
is mind-numbing. To day (p. 55). How is it possible for a of teaching” — and, he adds, “all while
improve, a teacher must teacher to remember mental notes and keeping an eye on the clock” (Knight,
begin by reflecting on his decide which decisions are having the 2014, p. 6). The answer in the St.
or her work, but with the mountain biggest impact on student achievement, Vrain Valley School District, 30 miles
of decisions, where does a teacher find and which ones are impeding student northwest of Denver, Colorado, and
time or have the capacity to notice the learning? How does a teacher attend to educational home to more than 32,000
way in which students are interacting student needs? How does an individual students, is the use of video. We have
with lessons? shift instruction based on these needs, learned that video helps teachers reflect
Kauchak & Eggen (2005) and how can data be collected to on the impact of their decisions by

40 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 Photos by KERRI MCDERMID
Above left: Karen Smith, left, a St. Vrain Valley School District teaching and learning coach, and Kayce Johnson, a first-year teacher at Timberline
PK-8 in Longmont, Colorado, review video of Johnson’s class together. Above: Johnson, left, counts and identifies behaviors from the video
while Smith records the data.

freeing them of the burden of teaching VIDEO AS ACCELERATOR: after the observation, teacher and coach
and reflecting simultaneously. Teachers seeing their practice reflect on what the data reveal about the
In 2014, the St. Vrain Valley through their own eyes impact of the teacher’s decisions, and
School District Office of Professional The traditional coaching cycle set new goals.
Development began using video for begins with the teacher and coach One challenge the traditional
professional learning. We purchased meeting to plan an observation. coaching cycle presents is that the data
licenses for a video platform that allows Teacher and coach identify goals collection and reflection are driven
teachers, coaches, and administrators and what to look for during the by the coach’s memory. A teacher has
to upload video and pause at specific lesson: What are students saying? trouble remembering details of the lesson
points to add comments, questions, What are students doing in response due to focusing on teaching rather than
and notes. Here’s what we have learned to a question? How well are they reflecting. At this point, the coach’s job
about how to use video effectively and transitioning? is to help the teacher recall these details
efficiently to accelerate the growth of During the observation, the coach in a way that helps her process, reflect,
the teachers in our district. collects data based on the goal. Shortly and set goals to improve.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 41

FOCUS REFLECTING ON PRACTICE
This presents two problems: may not have been remembered,
First, the details are perception- and, more importantly, the
based, meaning that a coach impact that her decisions have
may not remember events as on the ways in which students
they actually happened; second, are interacting with the lesson.
the data that were collected Consider one elementary
are the only data that can be teacher who watched his lesson
collected because that day’s on video alongside his coach.
lesson can never be replayed. In the debrief, the coach asked,
Contrast this with a video- Photo by KERRI MCDERMID “Why did you make the decision
based coaching cycle. Teacher Patricia Hagan, foreground, a St. Vrain Valley School District you did, and what outcome were
and coach begin the process teaching and learning coach, leads a community-building you hoping for?” Initially, the
activity for first-year teachers during the Novice 1 Induction
in the same way — having a Academy at the Learning Services Center in Longmont,
teacher didn’t remember making
planning conversation to start Colorado. a decision in the moment, but
the cycle and set goals as usual after watching the video, was
— but the shift happens from this Kendra Hamblin, a 7th-grade teacher, able to step back to the moment and
point forward. said, “After watching our videos, we all give the rationale behind the decision.
The observation is done via video, noticed that we talk too much! We all This powerful interaction would
meaning that the lesson can be replayed thought we were giving students the not have been possible without the use
as many times as desired and the lesson opportunity to talk, but after watching of video, accelerating thinking about
is grounded, not by perception and the video, we realize that we talk a lot the impact of the decision. Video and
memory, but in reality so the teacher more than we thought we did.” coaching helped deeper metacognition
can see the lesson through her own This progression in noticing is about the instance as well as similar
eyes. Because the video can be replayed critical when helping new teachers decisions.
an infinite number of times, different navigate the teaching profession and is
data may be collected each time the accelerated by continued video use and VIDEO AS INCREASED NOTICING:
teacher or coach views the video. the concurrent noticing from the coach, Subtlety and nuance emerge
The teacher no longer has to who often notices more complex features Once teachers begin to feel safe
retain lesson details in her memory, of the lesson due to increased experience. with this process, they begin to
freeing her cognitive load. As such, the notice more about the impact of their
reflecting conversation has the potential VIDEO AS OBSERVATION: decisions on student engagement,
to focus on many things rather than The transformation starts learning, and understanding. The
a single thing. This accelerates the When introducing video, first power of this stage in the process is
coaching cycle. we conquer potential negative the collaboration between coach and
Video offers an unedited connotations. Historically, teaching is teacher as they engage in healthy,
opportunity to see classroom an isolated and autonomous profession productive, and powerful discussion on
practices through the eyes of the where the magic happens behind what they are seeing in the video.
teacher, capturing visual and auditory closed doors. In St. Vrain, we provide Consider the snippet of the
occurrences without a filter. Teachers opportunities for a teacher to feel conversation between Patricia Hagan
notice things on the video that they successful with her first experience with (coach) and Sam Goering, a first-year
may not have noticed in the moment. video by focusing on her students rather teacher (see p. 43). In this example,
Initially, the noticing is trivial, as than on her. Once this barrier is broken it is clear that the video conversation
new teachers don’t possess the depth down, the magic begins. is accelerating Goering’s ability to
of knowledge to notice much else. For When a teacher has her own and notice and immediately act on his
example, in the beginning of the year, her students’ actions and words on noticing. In addition, it is evident that
Krista Thoren, a 6th-grade teacher, video, she can begin the observation Goering is becoming more able to be
noticed that one of her students got process without having to remember metacognitive on his own by asking
up from his seat multiple times in a every moment of the lesson. Her questions that typically the coach would
10-minute period. Later in the year, practice comes to life and illuminates ask. In this way, Goering is creating
the noticing becomes more complex. the hundreds of decisions that may or the habit of reflecting, noticing, and

42 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

Replay, reflect, refine

Viewing video together: A SAMPLE INTERACTION BETWEEN TEACHER AND COACH

TIME ON VIDEO: 00:42 the questions, I don’t mind people calling out for quick
Teacher: I am going over the purpose and offering a responses.
guiding question to think about during reading. Coach: What are some additional ways to help make their
Coach: Yes! Students are more likely to comprehend and thinking visible so that you can increase the likelihood that
be accountable when they read with a purpose. all kids are processing the questions?

TIME ON VIDEO: 01:35 TIME ON VIDEO: 09:16

Teacher: Whenever I make a joke or say something Teacher: Annotation linked to activity later. How do you
provocative or exciting, students seems to chat more. annotate when some have e-book and some have textbook?
Perhaps I should wait longer, have an attention signal, or do Coach: Why are some kids not on the Collections EBook?
a turn and talk when these comments come up. You could have them use sticky notes or take pictures and
Coach: These are all effective ways to manage the put into Notability to highlight?
chattiness and increase processing. Also, I know they are Teacher: These are good ideas for annotating. Some
working in groups at times during this unit. When they are students like the old-fashioned print books just like some
not working in groups, flipping to a different seating pattern like doing activities on paper. The print books are also
that is more conducive to individual work will help decrease handy if someone is fooling around on their iPad — I can
chattiness. take it away and hand them a book.

TIME ON VIDEO: 03:07 TIME ON VIDEO: 11:30

Coach: You are moving around the room. This proximity Coach: A student answers this question. Did you want
increases the likeliness that students will stay on task. someone to answer? This was a question that came up later
on the Nearpod to check for understanding.
TIME ON VIDEO: 03:48
Coach: This might be a good time to have students do some TIME ON VIDEO: 12:59
individual processing or adding on to their note catchers. Teacher: Did I approach this subject correctly and give
Teacher: That was my intention — that they would add to it enough space?
after the story and this conversation would help. I suppose I Coach: You handled gently but with purpose. “Stranger
could have had them pull out their note catchers before we danger is real.”
started reading and said to add to it.
TIME ON VIDEO: 13:51
TIME ON VIDEO: 06:22 Coach: Lots of kids saying “Shhhhh!”
Teacher: Each of these questions took the other classes Teacher: Is this good or bad?
about 30 to 60 seconds longer to figure out.
Coach: Most likely an indication that they are getting
Coach: What are some scaffolding questions you might ask annoyed by the noise in the room.
those kids to help them arrive at the answer?
Teacher: I did a little more prompting, like: “Think about a TIME ON VIDEO: 14:43
roller coaster and the plot diagram. Is this the most exciting Coach: What did you want students to know and be able
part of her grandpa’s story?” to do by the end of this lesson? How did this impact the
questions you asked in the Nearpod?
TIME ON VIDEO: 06:28
Coach: Do you want the whole class to respond or TIME ON VIDEO: 15:24
individual students? Coach: Another great opportunity to ask kids a question:
Teacher: I can’t make up my mind over getting in the How would you describe the characters’ personalities? Why?
routine of hands up for responses or no hands. As long as Teacher: This would be an effective way to get at tone
everyone is paying attention and thinking about referenced earlier.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 43

FOCUS REFLECTING ON PRACTICE
improving — a habit of master teachers idea of the pivotal teaching moment. PROGRESS AND SUPPORT
that usually takes years to realize. This is the point in a teacher’s instruction In three years of using video, St.
Using video helps accelerate this where she can accelerate or deepen Vrain’s teachers have experienced
habit. According to Sherin and van Es student thinking and propel student progress and support during their first
(2005, p. 478), a goal of video is to learning by her responses. By watching year of teaching. We have witnessed the
“provide teachers with a kind of access the video, teachers can see how they transformation from new and veteran
to classroom interactions that is not respond when students are confused. teachers as they begin to break down
possible during the act of teaching itself. the virtual walls of their classrooms and
Specifically, video offers a permanent VIDEO AS IMPROVEMENT invite others into their practice.
record of classroom interactions. Thus, IN PRACTICE Rather than viewing video as a way
teachers do not have to rely on their The habit of reflection that master to highlight all of the things that go
memory of what occurred. ... [T]he teachers have, almost automatically and wrong in a day, teachers in St. Vrain see
goal is reflection rather than action. By without thought, leads to improved the value of video as a tool for observing,
allowing teachers to remove themselves practice. Research shows that novice data collecting, reflecting, refining, and
from the demands of the classroom, teachers tend to notice trivial things improving their practice. The power of
viewing video may prompt teachers (Blomberg, Renkl, Sherin, Borko, video has accelerated the learning curve
to develop new ways to examine what & Seidel, 2013). After experiencing for new and veteran teachers alike.
happens in their classrooms.” coaching with video, a new teacher
Video has also propelled cohorts learns to take ownership of the impact REFERENCES
of St. Vrain teachers to accelerate their of her decisions. Blomberg, G., Renkl, A., Sherin,
noticing, increasing their mindfulness Eventually, the teacher is M.G., Borko, H., & Seidel, T. (2013).
and curiosity in their practice and empowered to change the current Five research-based heuristics for using
accelerating their learning. Video state of his decisions to more closely video in pre-service teacher education.
supports this growth by allowing match his desired state. Take Stephen Journal for Educational Research Online,
teachers to have multiple views of a Krupansky, a 6th-grade mathematics 5(1), 90.
lesson or series of lessons to analyze teacher, for example. In February, Kauchak, D.P. & Eggen, P.D.
data, set purposeful goals, and see Krupansky’s students took nine (2005). Introduction to teaching:
changes over time. minutes to come into the classroom Becoming a professional. Upper Saddle
Having a cohort of teachers and get settled. They were walking River, NJ: Merrill Prentice Hall.
watching each other teach has across chairs and yelling across the Knight, J. (2014). Focus on
encouraged conversations about room to each other while Krupansky teaching: Using video for high-impact
expectations and student achievement. was moving desks and performing other instruction. Thousand Oaks, CA:
Teachers are watching their own and tasks students could be doing. Corwin.
each other’s videos. Teachers rapidly After watching the video of his Sherin, M.G. & van Es, E.A.
move over the course of two months classroom, Krupansky reduced the time (2005). Using video to support
from thinking about “What am I it took for students to enter the room teachers’ ability to notice classroom
doing?” to “What evidence of learning and get started to only 30 seconds over interactions. Journal of Technology and
do I see in my students?” the course of two to three weeks. His Teacher Education, 13(3), 475-491.
A corresponding shift occurs in the classroom became a model of rapid, •
timeliness of the data these teachers engaged teaching. David Baker (baker_david@svvsd.
use to monitor instruction and make Reflecting on the transformation org) and Rychie Rhodes (rhodes_
instructional change. Initially, teachers in his classroom, Krupansky said, [email protected]) are clinical
primarily used assessment grades. They “Video coaching gave me a view into professors and Catherine Carter
transitioned to detailed formative my teaching/classroom that would ([email protected]), Patricia
student observation of skills and have never been possible before. It gave Hagan (hagan_patricia@svvsd.
behaviors. They moved from watching me the ability to see my students, and org), Temple Hayles (hayles_leila@
themselves to watching students as a myself, in a whole new light, which svvsd.org), and Karen Smith (smith_
primary data point. made it possible to quickly adapt and [email protected]) are professional
One of the strongest connections learn from every interaction inside of learning coaches at St. Vrain Valley
teachers are finding through video is the my classroom.” Schools in Longmont, Colorado. ■

44 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

COMING SOON!
ORDER TODAY.
Taking the lead: New roles for teachers
and school-based coaches. Second edition
TaKing THe Lead
Joellen Killion and Cindy Harrison New roles
This second edition updates Learning Forward’s essential text about the for teachers and
complex and multifaceted roles that teacher leaders and school-based school-based
coaches play as they advance student success through teaching quality. coaches
Features include:
• Updated review of the evidence on the effects of coaching;
• Deep discussions about the 10 roles of coaches;
• Real-world vignettes based on authentic experiences of coaches;
• Focus on the culture of coaching and the power of team coaching;
• Chapter about troubleshooting challenges to coaching; and
• Guidance for school- and system leaders who create the conditions SeCond ediTion
supporting coaches and coaching programs.

With new content ranging from the strategic to the specific, this practical Joellen Killion and Cindy Harrison
resource guides school-based coaches and leaders in the practice of student-
focused coaching. System leaders may use Taking the Lead as they advocate
the design of a coaching program focused on team, school, and district
learning goals. School-based coaches and teacher leaders will find advice for Item No. B606, 244 pages
coaching a reluctant colleague, drawing up an effective working agreement, Members $36, Nonmembers $45
reflecting on their own practice, or troubleshooting a challenge.

Check out these sessions by Learning Forward authors

at our Annual Conference in Orlando.

1222 Making it Stick: Tackling Responsibilities for Ensuring Innovation Lasts

1301 A Systematic Approach to Elevating Teacher Leadership

1306 Coaching Tool and Resource Exchange: Sharing Effective Practices

2305 Trust

2307 State-Level Professional Learning Leaders Community of Practice

2401 Evaluating Professional Learning in a Culture of Continuous Improvement

3232 Professional Learning in a Human Capital Management System

PC 201 Becoming a Learning Team

PC101 Taking the Lead

PC106 Becoming a Learning Principal

Collaborative Learning: Supporting a District Partnership From Design to
PC107
Implementation
TL25 Principals Path to Leadership
FOCUS REFLECTING ON PRACTICE Hilarious

WHAT Strong
teacher-student

TO DO
relationships

ABOUT
JIM?
Weak
problem-
solving skills

PROFESSIONAL DIALOGUE TURNS

DIFFICULT CONVERSATIONS
INTO GROWTH OPPORTUNITIES

BY JOSEPH JONES AND T.J. VARI

H
Loyal

ere is a common scenario: The kids love Jim and

so do his peers. He’s one of those teachers who
lights up the room with his huge personality,
and he’s always good for a laugh. In fact, you
can’t help laughing along with Jim when he gets
the room going.
Jim’s best quality is that he possesses great soft skills and
is a good communicator. He is agreeable, willing to serve on
committees, and quite pleasant. There isn’t a staff member in
the school who wouldn’t go to bat for Jim — not a custodian,
cafeteria worker, or fellow teacher. Last year, when Jim’s father
died, the funeral parlor was packed with colleagues to support
his loss, not because they knew Jim’s dad but because everyone
loves Jim.
Jim can ace the interview, too. There isn’t principal in her
right mind who wouldn’t hire Jim after an interview, and even
though he could move to a neighboring district to make more

46 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 Mediocre
teacher

Great staff
member
money, he’s committed to the students, knowledge within his content area
teachers, and the principal of his school, are limited. When it comes time
Sharon. for problem solving and analysis
The truth is, though, Jim lacks of complex issues, Jim falls short.
some of the specific skills needed in the However, the job requires both kinds of
classroom to support student learning. skills — the soft and the hard skills are
He’ll certainly be nominated as the equally important.
teacher of year as he has year after year Jim’s PLC is focused on using
at his school, but mostly by peers who evidenced-based strategies to close the
haven’t seen him teach or haven’t really 9th-grade achievement gap in math,
dug into his student learning outcomes. and Jim’s classes are performing the
As principal, Sharon knows he can lowest within the department. Sharon
Well-liked grow and develop as a teacher, but she is convinced that Jim’s moderate
is hesitant to have a direct conversation outcomes are due to his strong
with him, even though it could improve teacher-student relationship and not
his performance. Why? Although Jim is his pedagogical skills, which she cares
mediocre in the classroom, he is a great so much to improve, but shudders to
staff member and well-liked by all, and think about what she might say and
Sharon’s afraid of the ripple effect it how she might say it.
might cause in staff morale. Even though the evidence to
A tough conversation that mentions intervene with Jim is there, Sharon
the need to improve or even the remains hesitant. She’s left to balance
threat of potentially putting Jim on the culture of the organization
Shallow a performance plan could crush his with Jim’s (and others’) need for
content-area morale. Furthermore, if Jim decided to improvement. Despite the possible
skills share what was happening with other drawbacks, Sharon decides to take
teachers, the result of his being put on the first step with Jim — having
a plan, coupled with Jim’s popularity, a conversation and laying out the
could have a negative impact on the strengths and weaknesses of Jim’s
school community as a whole. performance and how she believes
This leaves Sharon at a crossroads. they can work together to improve his
As Sharon listens to Jim’s professional ability.
learning community (PLC) at work, she Sharon believes in transparency
is perplexed on how to move forward, and has pushed professional dialogue
yet she’s confident on what needs to be among her teachers. Now she decides
addressed. to exercise her own practices with her
The problem is Jim’s hard skills. staff. She likes Jim and knows that if he
His technical prowess and depth of accepts her feedback, he can improve.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 47

FOCUS REFLECTING ON PRACTICE
DIFFICULT CONVERSATIONS goals, and values — should be integrated performance more objective, pointing
The reality is that professional into every conversation regarding out deficiencies based on predefined
dialogue centered on improving performance. Professional conversations organizational norms. Professional
someone’s performance is challenging. about the organization’s mission, goals, conversations, especially when it
Educators too often avoid difficult and values provide clarity without comes to improvement strategies for
conversations due to the unpredictable making the feedback personal. individual performance, have to be
manner in how the message will be Jim’s classes are underperforming. based on a clear purpose or there’s a
received, the potential strain on the The school has specific targets that risk in offending hardworking people.
relationship, and also the technical Jim’s students are not on track to Working hard and being effective
clarity necessary to lead the conversation. meet. As a result, a conversation is not at reaching goals are two different
The idea of conversations around only warranted, it should be expected. things, and that needs to be made clear
performance reviews, and even more The key is to focus on the students’ through professional dialogue.
challenging improvement plans, is performance and not Jim’s, at least at
daunting. Even though the goal is to first. Ultimately, this may translate into z REFLECTION #1:
improve the employee’s performance, changes Jim needs to make with his Are your organization’s goals clear
difficult conversations don’t instruction, but the first step within the enough to use in a conversation
automatically stimulate an environment professional conversation should rest on regarding performance?
and culture of continual growth. Jim’s students.
Establishing and systematizing This doesn’t suggest that Jim will CANDID FEEDBACK
professional dialogue in the workplace automatically be willing to change The second strategy Sharon
transforms the difficulty and complexity or be open to ideas on how to move can use is candid, two-way, and
of such conversations and creates his students forward. In fact, Sharon ongoing communication. Professional
manageable, meaningful, and growth- should expect resistance; however, even dialogue that is infrequent,
oriented opportunities. Through amid the resistance, the challenge and unstructured, or random is ineffective.
ensuring clarity of goals within the the fact remain the same — that Jim’s James Baron, William S. Beinecke
organization, candid two-way feedback, students need to improve and Jim is in Professor of Management at Yale
and cycles of reflection, professional the best position to help them. School of Management, says “You’re
dialogue is a dynamic aspect of the Maintaining the students’ giving a tremendous amount of real-
culture and is appreciated and expected performance as the central argument time feedback, and your employees
when it’s part of the fabric of the allows Sharon to open the conversation are people you know well. Hopefully
organization. with a focus on them and their needs. your relationship can survive candid
When it’s not integrated into the The conversation becomes about feedback” (Knight, 2011).
basic structures of management, it can how Jim can help them and what is Sharon, as the principal and
be hard to introduce. But there are necessary, not on what Jim is not doing instructional leader, needs to be able
three important aspects of professional or doing wrong. to guide Jim. Having specific feedback
dialogue that school leaders can employ Take caution, though. With this on how and what Jim can do to help
for implementing and sustaining a approach, it is critical not to be too his students succeed is critical. Specific
successful model. impersonal, which can happen when feedback is candid by nature because
the conversation shifts too far into a flowery feedback that doesn’t cut
CLARIFY GOALS discussion regarding goals and values to the chase can be misleading and
There are three predominant and the organization’s responsibility. ambiguous. That won’t help to manage
strategies that Sharon can use to The conversation about expectations and change, which is the reason to give the
approach her difficult conversation with personal accountability for growth and feedback in the first place.
Jim. The first centers on depersonalizing improvement should center on goals and Additionally, good professional
the situation for both Jim and Sharon values to include personal ownership. dialogue is two-way. The word dialogue
and ensuring there is clarity around the The goals and values are simply means exchange. The exchange
mission, goals, and values of the school. the backdrop for the feedback needs to be established in a system
Clarifying the purpose of the work concerning an individual’s personal that is continuous and systematic.
is vital to effective professional dialogue. actions. The backdrop, or model, Jim should have the opportunity to
The purpose of the work — mission, makes the conversation about provide feedback not only on Sharon’s

48 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 Thank you for
being a member.
Together, we
are transforming
schools and
increasing student
achievement.
Your membership keeps
you up to date with best
practices and provides
the most valuable
networking and learning
opportunities available
for educator professional
learning.

SPECIAL MEMBER PRICING 20% BOOKSTORE ACCESS TO OUR ONLINE SUBSCRIPTIONS TO

ON ANNUAL CONFERENCE, DISCOUNT RESOURCES, INCLUDING OUR THE LEARNING PROFESSIONAL,
INSTITUTES, AND PUBLICATIONS LIBRARY AND TOOLS FOR LEARNING SCHOOLS,
E-LEARNING COURSES FREE WEBINARS. CONNECT, AND PROFESSIONAL
LEARNING NEWS

Upgrade to a two- or three-year

membership to get significant savings
and lock in this year’s rates.

Call member services at 800-727-7288, or visit

our website to learn more about member privileges.
www.learningforward.org/join-renew @learningforward
FOCUS REFLECTING ON PRACTICE
recommendations, but the situation All three professional dialogue
as a whole. Again, Sharon needs to elements are necessary, and failing to
be mindful of defensive responses or use all three will create substandard
hesitation, which are common. results. For example, even if Sharon
However, back-and-forth dialogue worked with Jim and was very clear
is important for creating an atmosphere and direct with him regarding his need
where 360-degree feedback is valued to grow (candor) but failed to be clear
by all. In addition, if there is true two- on how the deficiencies are adversely
way conversation, this not only helps impacting the organization’s goals
with the relationship, it also creates (clarity), Sharon risks Jim not seeing the
greater levels of accountability for both overall purpose and mission. Ensuring
Sharon and Jim. Finally, Sharon’s first that Jim sees the big picture not
encounter with the conversation about always the goal, growing and improving only for himself, but also for the
student performance has to be only one performance over time, which requires organization, is vital to her feedback
of several ongoing exchanges regarding a longitudinal approach. having any impact.
the improvements that must happen Reviewing feedback, past and Or, let’s imagine that Sharon does
over time. present, helps ensure that the message the first two well (clarity and candor)
is delivered with improved clarity each — Jim is clear on the purpose, and
z REFLECTION #2: time. Noting what was clear and candid Sharon’s feedback has been very candid
Is your feedback specific, candid, two- from a present scenario helps to identify — but Sharon doesn’t take time to
way, and ongoing? what needs clarity next time. Quality reflect on the results. Subsequently,
feedback and a willingness to get better Jim’s growth may potentially wane over
REFLECT AND REVIEW work together to build trust, which time and, worse yet, Sharon may not
(THE TWO R’S) allows professional dialogue to drive know what aspects of the training plan
The third strategy Sharon can success in the right environment. actually paid off.
employ is to use the two R’s: reflect and If Sharon expects others to improve As Sharon works with Jim, using all
review. Reflection and review are what their practices over time, based on her three elements of professional dialogue,
make the professional dialogue process feedback, she better have an expectation Jim’s classroom practices are sure to
worthwhile for both parties. Ensuring for herself that her feedback improves improve, yielding the results necessary
that the goals of the organization are over time as well. for his students to grow, which is every
clear and providing candid feedback are school’s ultimate goal.
powerful, but are incomplete without z REFLECTION #3:
the two R’s. Have you given yourself time to REFERENCE
This process is critical for Jim reflect on your practices, including the Knight, R. (2011, November 3).
and Sharon, both together and as feedback you give to others for them to Delivering an effective performance
individuals. Together, Jim and Sharon improve? review [Web log post]. Available at
can focus on the particular areas and https://hbr.org/2011/11/delivering-an-
reflect on what is working and so on. CLEAR COMMUNICATION IS VITAL effective-perfor.
Jim’s own personal reflection on his Professional dialogue is daunting. •
skills will help him understand the However, clear communication is vital Joseph Jones (joseph.jones@
growth that he needs to achieve and to overall success. Schools are constantly nccvt.k12.de.us) is director of
how that growth is tied to his students’ implementing new initiatives, many assessment and accountability in
successes. proven to be successful, but they lose the New Castle County Vo-Tech
Sharon is growing as a leader, too, effectiveness when not supported School District in Delaware. T.J. Vari
and reflecting on the conversations with by clear professional dialogue and ([email protected]) is
her teacher deepens her understanding feedback cycles during implementation. assistant superintendent of secondary
of herself, her employees, and the most Although challenging, an environment schools and district operation in
appropriate methods to discuss change. that communicates and reinforces the Appoquinimink School District
The two R’s are powerful and too often overall expectations will have greater in Delaware. Read their blog at
overlooked. Forward momentum is success. theschoolhouse302.com. ■

50 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 IDEAS
Reach. Investigate. Discover.

BUILDING CAPACITY IN NEW LEADERS

N ew leaders don’t know what they don’t know. As leaders move from
their preparation program focused on acquiring knowledge, skills,
and attitudes of effective leaders, they often feel as if their learning
begins anew when they accept their first administrative position. The
continued opportunity for professional learning on the job is essential.
A viable and structured mentoring and induction program lessens
the need for new principals to feel as if they are self-taught with gaps
in skills and a lack of understanding of key responsibilities. The impact
of making decisions daily, needing to respect local traditions and
values, and embracing opportunities for necessary change can present
daunting challenges for any new school leader.

I am mentor, I am coach, p. 52

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 51

IDEAS

Dave Morrow, a principal

mentor, meets Stephanie
McNemar, a new principal,
at the Kansas Educational
Leadership Institute
statewide orientation
meeting.

Photos by MARY HAMMEL

Mike Mathes, left, and Mike Hull, both
superintendent mentors in the Kansas
Educational Leadership Institute, share
coaching tips.

I AM MENTOR, EFFECTIVE
MENTORS HELP

I AM COACH
NEW LEADERS
DEVELOP THEIR
OWN STRENGTHS

BY DONNA AUGUSTINE-SHAW AND MARCETA REILLY

M
uch has been written Louis, Leithwood, Wahlstrom, and schools forward.
about the challenge of Anderson (2010) say that leadership is That said, preparing good leaders
preparing good leaders important because it sets conditions and depends not only on providing good
within our schools. expectations in the school for excellent initial professional learning, but also
Smith and Smith instruction and a culture of ongoing on creating a strong support structure
(2015) note that effective leadership learning for educators and students. during the early years of practice.
practices have a strong, measurable Fullan (2010) asserts that the However, what good mentoring looks
effect on student achievement, teaching impact of leadership can become the and sounds like varies widely in practice.
quality, and schools. single most important factor in moving Many mentoring programs for

52 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 ABOUT THE KANSAS EDUCATIONAL LEADERSHIP INSTITUTE

T he Kansas Educational Leadership Institute’s mission is to collaborate and

share resources to support professional growth of educational leaders in
the state’s schools. This support includes mentoring and induction of new
leaders as well as professional learning for school and district leaders.
The institute has served 145 new superintendents and assistant
superintendents since beginning in 2011, 120 new principals and assistant
principals since 2013, and 12 new special education leaders since 2015.
The institute's partnerships include the Kansas State Department of
Education, United School Administrators of Kansas, Kansas Association of
education leaders consist of buddy-like School Boards, Kansas School Superintendents Association, and the College of
relationships that provide on-the-spot Education Department of Educational Leadership at Kansas State University.
problem solving and random attempts These partners establish programming direction and growth as well as meeting
at assistance or introducing the new field-based needs.
leader in various settings. Kansas practitioners, representing various professional organizations,
These types of mentoring programs provided initial recommendations on the mentoring and induction program
focus primarily on the nuts and structure. The institute’s design provides clear guidance on mentee
requirements and mentor expectations because of these recommendations.
bolts of the new role but lack robust
The program maintains a focus on continual improvement. Mentors serve
components that have meaningful
as a critical friend, providing essential insight into field-based needs and
impact on long-term development. A
recommendations on identified areas of growth. The institute administers
buddy-type mentor, although well- end-of-year surveys annually to all program mentees and mentors. These data
intended, often does not encourage reveal positive trends:
reflective practice, commit to ongoing • During the first five years of operation, 100% of district program mentors
support, or have the training necessary and mentees agreed the institute’s mentoring program helped mentees
to coach new principals (Villani, 2006). grow professionally. In addition, 100% of district-level mentors agreed
One mentee in this strong mentor/ that the institute’s professional learning helped them be a more effective
coach program recently said, “If mentor/coach.
the mentoring situation had been • In a four-year trend, 90% of building-level mentors and mentees agreed
structured to ‘call me if you need that the institute’s mentoring/induction support is helpful to a first-year
building leader, and 100% of building-level mentors agreed that serving
anything,’ I wouldn’t have taken the
as a mentor is a personal professional learning experience.
time to stop and even think about what
For more information about the Kansas Educational Leadership Institute
I needed, let alone take the time to
mentoring program, contact Donna Augustine-Shaw at [email protected].
initiate the conversation.”
Another mentee said, “I would
have been in complete survival mode
without the relationship I had with my all levels and develops capacity in others reinforced in the Implementation
mentor/coach.” through distributed responsibility. standard, requires time and sustained
As leaders of a Kansas coaching Mentors can model continual learning support to integrate new learning into
program for mentors of new leaders, and help new principals inquire about current practice. Mentors can help new
we believe there are more effective and be responsive to the learning needs principals look for and recognize even
ways to provide support for new of students and staff. This attention small changes along the way. This keeps
leaders. Learning Forward’s Standards to learning helps new principals hope and positive energy for the change
for Professional Learning (Learning understand that, when staff make process flowing.
Forward, 2011) are an excellent improvements, it not only increases Finally, leadership development
resource to give direction for this more their knowledge and skills, but also continues throughout one’s career
effective support. supports system growth. and connects to the Learning Designs
For instance, the Leadership Learning that is aligned to goals standard by creating conditions that
standard outlines the need for leaders is key to implementation for lasting establish face-to-face, individualized
to create a vision that values learning at impact. In addition, meaningful change, interaction along with reflective and

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 53

IDEAS
job-embedded collaboration (Learning questions and listening are critical
Forward, 2011).
Mentors' most skills needed in today’s environment.”
Educators moving into leadership important work is Another said, “The foundation is
roles, such as team leaders, instructional to help new leaders learning to be a committed listener. …
coaches, assistant principals, and explore and develop You have to listen to the response to the
principals, often feel most anxious questions in order to provide the most
about having all the answers for their individual appropriate feedback.”
the people with whom they will be leadership strengths. Training in coaching skills enables
working. They assume their job is to be mentors to become more reflective in
experts in what needs to be done and their most important work is to help their own practice as well as develop
the best problem solvers in the room. new leaders explore and develop their skills to ask powerful what and how
And they fear that if they don’t know individual leadership strengths. In this questions. This kind of dialogue allows
enough, others will think they were not type of program, mentors learn as much new leaders to come to answers on
ready for the new position and they will about good communication and giving their own. One mentor summed it up
lose the respect of their colleagues. good feedback as the mentees do about by saying, “My coaching mindset has
They think the new job is about being the kind of leader they want to changed significantly. My conversations
knowing and doing. But it is really be. This results in a clear emphasis on are focused on the ability of the person I
more about being — bringing their the being for those in both roles — coach to find solutions. I am focused on
strengths to the table and developing the mentor and mentee. listening and asking questions that are
capacity of others to be brilliant. It’s all solution-focused and foster reflection.”
about developing others, not about how DEVELOPING A COACHING In this kind of program, not only
good I am and how much I know. MINDSET are mentors valued for their experience
This turns mentorship on its head. This new way of being mentored as successful practitioners, but they
It’s not about merely being a kind changes the relationship between also have a willingness to be known as
buddy to help new leaders learn the mentor and mentee. Mentors show coach-like rather than as experts. They
ropes. It’s about coaching them to up with a different mindset, ready to participate in professional learning on
become clear about their own values, listen deeply and talk less. In this kind coaching skills to help them develop
beliefs, and strengths. From this self- of relationship, mentees especially this coach-like mindset. Their work is
knowledge, new leaders can step into appreciate the listening ear and focused on honing active listening skills,
their leadership role with authenticity confidentiality of these conversations. assuming positive intent, developing
and grounded-ness. This is the solid Mentors carefully listen to not the innate strengths of the mentee, and
basis for authority and respect. only what is being said, but to what providing reflective feedback (Cheliotes
In his book, What Got You Here is not being said and lies just beneath & Reilly, 2010).
Won’t Get You There: How Successful the surface. Relying on their coaching Between professional learning
People Get Even More Successful, training, mentors pose questions to sessions, mentors practice targeted
Marshall Goldsmith (2007) explains enable new leaders to deepen their coaching skills in practice labs.
that what gets you the new job (being reflection and consider the impact of Participants get practice with feedback
smart, a good problem solver, natural varied solutions. Their conversation of their coaching in a low-risk
leader) won’t necessarily take you to the creates a safe space for novice leaders to environment. Its purpose is to bring
next level. Mentees need to learn new consider multiple options and decide to life real situations and application
skills of building trust, rapport, and for themselves about best action. of the coaching mindset. Such guided
good communication. So a mentoring Through honest and nonthreatening professional learning enables mentors
program that is responsive to and dialogue, mentors show respect for to hone the professional skills they can
impacts the deeper needs of new leaders the leadership style of mentees, which use in their daily practice with their own
should have a new perspective. eases stress and helps move new staff people as well as with their mentees.
Embedded in such a program is administrators forward with increased In the Kansas Educational
a focus on the growth of mentors as confidence. In evaluation data collected Leadership Institute program at Kansas
well as mentees. Mentors learn to where mentors shared perspectives State University, principal mentors
develop a coach-like mindset to move on building capacity in new leaders, attest to the benefit of participating
beyond simply giving advice. Instead, one mentor said, “Asking powerful in this type of coach-like mentor

54 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

I am mentor, I am coach

professional learning. One mentor

said, “I enjoyed all aspects and learned
from all the opportunities. However,
if I had to pick one, I would select the
practice labs. The labs provided me a
great opportunity for growth to be an
effective mentor.”
After completing the professional
learning for coaching, a new mentor
said, “As a leader, we need to be able
to look at each person’s situation and
needs. We need to be prepared to listen
and coach — every minute of every
day. Improving as a listener might be
Photo by MARY HAMMEL
the most important skill a leader can Coach Marceta Reilly (standing) talks with new leaders about coaching at the Kansas
ever have and always improve on.” Educational Leadership Institute statewide orientation meeting.
Principal mentors often comment
that professional learning for coaching of understanding of key responsibilities. mentoring program was “development
helped them to slow down and The impact of making decisions daily, of a professional/trusting relationship to
remember the importance of reflection needing to respect local traditions and support the needs of a new leader. Not
and empowering staff. values, and embracing opportunities for only is the mentee looking for guidance,
The emphasis on the mentor’s role necessary change can present daunting he/she truly appreciates the opportunity
as an active and committed listener, challenges for any new school leader. to communicate with an experienced
questioning for deep thinking, and Skillfully trained and trusted colleague in a confidential manner.”
having positive intent when working mentors address these needs through Another mentor noted, “Mentees
with mentees and others are valuable specific coaching practices and know that their mentor is not there to
components of the professional confidential conversations focused on judge or to evaluate them. The mentors
learning. They provide lessons that perspectives from outside the local are there to support and coach them
are good for every leader to know and district. Mentors provide a continuum in a safe environment. No topic is too
practice. In this way, the mentors of development and application aligned trivial or too deep to talk about. I know
become intentional about modeling the to leadership preparation standards. I would have appreciated a mentor that
skills they want to help the mentees to They support the development of new had no stake in the decision other than
develop. leaders by identifying and helping to support me.”
them focus on their strengths. This Mentees, too, speak of the value of
BUILDING CAPACITY builds their capacity by enabling them this coach-like relationship. “Getting
IN NEW LEADERS to develop authentic professional to know my mentor and building a
New leaders don’t know what they presence and empowers their continued positive relationship that was built
don’t know. As leaders move from professional growth. on collaboration and trust” was most
their preparation program focused Mentors model being coach-like in helpful to one new principal.
on acquiring knowledge, skills, and many ways. They deepen the mentee’s Another new building leader said,
attitudes of effective leaders, they understanding of the local context “My mentor is a very good listener and
often feel as if their learning begins through performance observations is willing to spend the time to help
anew when they accept their first held in the local school or district. me become a successful principal. He
administrative position. The continued Their goal-setting conversations focus helped me think through different
opportunity for professional learning on on mentee-directed needs, drawing on solutions to situations that I may not
the job is essential. the mentees’ strengths, and building have come up with on my own without
A viable and structured mentoring understanding of the mentee for the his coaching. I always felt safe to share
and induction program lessens the need school and district community. information with him and his responses
for new principals to feel as if they are One mentor in the Kansas program to my questions were honest and
self-taught with gaps in skills and a lack said that the most helpful part of the nonthreatening.”

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 55

IDEAS
A CULTURE FOCUSED ON “WE” common goals. REFERENCES
Bailey and Reilly (2017) speak of School and district leaders provide Bailey, S.T. & Reilly, M.F.
the importance of today’s leaders to an inspiring and visionary approach (2017). Releasing leadership brilliance:
create a school culture that moves from to motivate others and achieve desired Breaking sound barriers in education.
“me to we.” This teaming mindset results. Thousand Oaks, CA: Corwin Press.
promotes a continued focus on growing A commitment to improved Cheliotes, L. & Reilly, M. (2010).
as a professional educator, developing teaching practices and student learning, Coaching conversations: Transforming
competence and teaming with others insistence on equity and culturally your school one conversation at a time.
to achieve individual growth, and responsive learning environments Thousand Oaks, CA: Corwin Press.
increasing the level of learning within for every student, and meaningful Fullan, M. (2010). All systems go: The
the school by raising the level of communication with school and change imperative for whole system reform.
competence within the team to learn community stakeholders to engage Thousand Oaks, CA: Corwin Press.
together. in common work are all hallmarks of Goldsmith, M. (2007). What
Developing relationships and today’s leader. got you here won’t get you there: How
culture are critical to any new leader. Today’s leaders must understand successful people become even more
One mentee said, “I was hired to the value of building a strong team successful. New York, NY: Hyperion.
establish a vision for the district. We to accomplish these collective goals. Learning Forward. (2011).
had a vision on the wall that no one Strong mentoring support in the first Standards for Professional Learning.
knew!” years of practice continues a pattern of Oxford, OH: Author.
Staff lacked consistent success and is necessary for every new Louis, K.S., Leithwood, K.,
implementation of goals aligned with leader. Mentors support this, equally Wahlstrom, K.L., & Anderson,
the vision. After extensive work, the engaged in professional learning, S.E. (2010). Investigating the links to
new leader told staff, “We are ready to through acquiring a mindset that assists improved student achievement: Final
formalize the vision we’ve been working new leaders in becoming the best they report of research findings. St. Paul,
on.” He continued, “We are clear about can be in reaching a shared vision to MN: Center for Applied Research and
the purpose and what we truly mean accomplish agreed-upon goals. Educational Improvement, University
by collaboration, so it’s time we create One principal mentor summed up of Minnesota & Toronto, Ontario,
a vision together about our shared a strong and thoughtful approach to Canada: Ontario Institute for Studies in
beliefs.” leadership and desire to impact staff Education at the University of Toronto.
By taking time to have meaningful and mentees. “As a principal, I want to Smith, J. & Smith, R. (2015).
conversations with faculty and show up as a leader and not a manager. Evaluating instructional leadership:
emphasizing meaning over task This entails empowering others to be Recognized practices for success. Thousand
completion, this leader took the primary decision-makers where possible Oaks, CA: Corwin Press.
first steps in creating a culture of and using coaching techniques to help Villani, S. (2006). Mentoring and
collaboration. teachers and staff think through the induction programs that support new
Another new leader envisioned decision-making process. It’s also about principals. Thousand Oaks, CA: Corwin
continual learning and collaboration, using a continuum of skills to be a Press.
but only a few people participated. To flexible leader who reinvents herself and •
foster a culture of learning, this new works one-to-one to give the very best to Donna Augustine-Shaw
leader said, “We all get better when her employees and those who follow.” ([email protected]) is an assistant
we work together.” This became the Clearly, this kind of program professor in the Department of
mantra of the faculty as she emphasized changes the mentoring process that Educational Leadership at Kansas
the theme “Better Together” creates new learning for both mentee State University, associate director of
throughout the year. and mentor. It gives successful the Kansas Educational Leadership
It is these kinds of strong mentoring midcareer educational leaders Institute, and a past higher education
relationships, founded in trust, that opportunities to grow and contribute representative of Learning Forward
give new administrators the courage professionally, and it provides a Kansas. Marceta Reilly (marceta@
to delve into delicate and purposeful dedicated focus on mentees’ needs as marcetareilly.com) is a coach, author,
conversations that embrace a spirit of they forge their own path in their local and founding member of Learning
teamwork dedicated to working toward school setting. Forward Kansas. ■

56 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 TOOLS
Discuss. Collaborate. Facilitate.

A COHERENT
SYSTEM CONNECTS
LOOSE ENDS

C oherence ensures that

teachers don’t spend
their time with professional
learning that makes them
wonder, “What does this have
to do with me?” or “How is this
going to help me work better
with my students?” Coherence
makes it possible for a teacher
to connect new professional
learning with other learning
he or she experiences, as well
as to align it with the highest
priorities of a team, school, and
system.

TOOLS
FOR
CREATING
COHERENCE

p. 58

October
October
2017 2017
| Vol.
| 38
Vol.
No.385No. 5 www.learningforward.org | The
www.learningforward.org | Learning
The Learning
Professional
Professional 57 57
TOOL Blackline masters for your convenience

TYING IT ALL
TOGETHER
Becoming a Learning Team: A Guide to a Teacher-Led Cycle of Continuous Improvement
by Stephanie Hirsh and Tracy Crow

T
he learning team cycle as perspectives, coherent initiatives are Coherence puts all educators on
described in Becoming a neither redundant nor contradictory. the same systemwide map, so to speak.
Learning Team by Stephanie At the same time, to be coherent, Every teacher, every principal, knows
Hirsh and Tracy Crow was all professional learning aligns with where he or she is headed, who will
created to support teams of teachers teacher, school, and system priorities. travel with them, and who is driving
working on particular lessons and Such priorities are expressed in either the bus. They see options for getting
instructional challenges within the systemwide vision for teaching and where they are headed and they have
classrooms. Even as the day-to-day learning or an instructional framework the knowledge and skills to pick the
work of classroom teaching continues, for a school, or preferably, both. most effective route. In outlining the
educators are also responsible for When teachers work in a coherent importance of coherence, the Outcomes
addressing improvement goals at the system, they know their priorities and standard of Learning Forward’s (2011)
school and system levels. What do they know why those are priorities. Standards for Professional Learning
educators need to do to ensure that Coherence ensures that teachers don’t states:
professional learning and support is spend their time with professional Outcomes: Professional
coherent across grade levels, subject learning that makes them wonder, learning that increases educator
areas, school buildings, and school “What does this have to do with me?” effectiveness and results for all
systems? or “How is this going to help me work students aligns its outcomes with
better with my students?” Coherence educator performance and student
WHAT IS COHERENCE? makes it possible for a teacher to curriculum standards. (p. 48)
In a coherent system, all initiatives connect new professional learning with The Outcomes standard
that make a direct impact on teachers other learning he or she experiences, encompasses three interrelated elements
are aligned and reinforce one another’s as well as to align it with the highest that professional learning must address
effectiveness; from the teachers’ priorities of a team, school, and system. to increase likelihood that it is linked

58 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 ABOUT THE BOOK

Becoming a Learning Team offers

teachers step-by-step guidance in
using collaborative learning time
to solve specific student learning
challenges.
Teacher teams can use the tools
and strategies to:
• Understand the value and
importance of collaborative
learning to improve teaching
and learning;
• Launch a learning team cycle
with five key stages;
• Implement each of the five
stages with specific strategies
to educator and student learning: meet learning outcomes. (Learning and supporting protocols;
performance standards, address learning Forward, 2011, p. 50)
outcomes, and build coherence. Of While the Outcomes standard
• Adapt the cycle to fit specific
school and district calendars
the last element, the standard further emphasizes coherence of learning for
and initiatives; and
explains: any given educator, other standards
Coherence requires that also stress the importance of alignment • Engage external support in
sustaining learning teams.
professional learning builds on what among learners and across grade levels,
This book builds on the
educators have already learned; departments, and buildings. In the
ideas explored in companion
focuses on learning outcomes and Learning Communities standard, for
publications Becoming a Learning
pedagogy aligned with national or example, alignment is a central element: System and Becoming a Learning
local curriculum and assessments Professional learning that occurs School. Each chapter includes
for educator and student learning; within learning communities additional tools and vignettes of
aligns with educator performance provides an ongoing system actual school-based learning teams
standards; and supports educators of support for continuous to help teachers facilitate or lead
in developing sustained, ongoing improvement and implementation learning team cycles as part of their
professional communication with of school and systemwide daily routines.
other educators who are engaged in initiatives. To avoid fragmentation
similar changes in their practice. among learning communities and Order today at
http://store.learningforward.org
Any single professional learning to strengthen their contribution
Price: $45.00
activity is more likely to be effective to school and system goals, public
Member Price: $36.00
in improving educator performance officials and school system leaders
and student learning if it builds on create policies that establish formal
earlier professional learning and accountability for results along
is followed up with later, more with the support needed to achieve
advanced work to become a part of results. To be effective, these
a coherent set of opportunities for policies and supports align with
ongoing professional learning. an explicit vision and goals for
Coherence also ensures that successful learning communities.
professional learning is a part of a Learning communities align their
seamless process that begins in the goals with those of the school
preparation program and continues and school system, engage in
throughout an educator’s career and continuous professional learning,
aligns tightly with the expectations and hold all members collectively
for effectiveness defined in accountable for results. (Learning
performance standards and student Forward, 2011, p. 26)

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 59

TOOL

DEFINING ROLES
AND RESPONSIBILITIES
THAT CONTRIBUTE
TO COHERENCE
Purpose To build understanding of what systemwide coherence looks like and educators' roles in
contributing to coherence.

Recommended time 70 minutes

Materials A TALE OF TWO TEAMS, pp. 61-62 TABLE, p. 66

Process 1. Share the reading A TALE OF 2 TEAMS as well as the following table and 10 minutes
list of responsibilities of those in various roles. Ask individuals to read the
short piece, and to highlight or underline the actions educators are taking
that contribute to the outcomes teams experience in each of the two
examples.

2. Discuss the reading as a group. Volunteer instances of how particular 20 minutes

educator actions contribute tyo coherence or a lack of coherence in these
examples.

3. Turn to the table of roles and responsibilities. Considering the local context, 15 minutes
individually fill in the table with how your system or school operates now.

4. Using the list of suggested actions for those in various roles, consider 25 minutes
what actions or shifts in responsibilities might help to build coherence
to fill in the next two columns of the table. Do this either as a group or in
pairs. Include actions that aren't on the list of suggestions as they occur to
the group.

60 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

TOOL Defining roles and responsibilities that contribute to coherence

A TALE OF 2 TEAMS

W
ithout coherence, the impact of specific instances of team-based learning will be limited, no matter how
successful they are on their own.
Meaningful and effective learning at one level must connect with meaningful and effective learning at
another level. For example, let’s say a team of three language arts teachers has set a team goal tied to improving students’
vocabulary use, given the needs they identified through data analysis. After discussion and study, these teachers chose
to learn about and implement a particular instructional strategy in several upcoming lessons. As they read through
subsequent samples of student work, they found that their approach had been successful, and they talked about how to
use their learning to go further during their next unit.
A team of teachers in any setting could experience such success through their collaborative learning. They identified
an adult learning need connected to a student learning need, they found a way to address it that involved building their
own capacity, and they saw an impact on student learning. Why does it matter if the system in which those teachers
worked was a coherent system?

WELL, LET’S LOOK AT THAT TEAM IN A SYSTEM

THAT LACKS COHERENCE
The three teachers identify a legitimate student learning need based on data. Because the district they work in doesn’t
have a common vision or share a deep understanding across all educators about what students need to know and be able
to do, the need they identify isn’t tied directly to particular instructional priorities. While the learning they do has value
for them as individuals and a team, these educators only have so many hours in a day. When their other learning or
perceived priorities don’t line up with what they do as a team, they may lose the opportunity to focus on what they chose
as a key priority. They may be spending time in districtwide learning that doesn’t have anything to do with the challenge
they face each day, and that takes up both time and energy. They may choose a next focus as a team and continue to
experience success. However, if their school or system leaders don’t value or recognize the advancements they are making
with their students, they will lose motivation to continue, and they may also lose the structures that give them time to
collaborate.
The leaders in that system won’t necessarily be at fault; they may also be working hard on particular priorities and
challenges. Their intention is to support the educators in their system with the best ways they know how. They see
opportunities to try a range of initiatives or approaches that show promise for helping both students and teachers. With
every new initiative they place into educators’ days, they muddy teachers’ understanding about what they are supposed to
do and why they are doing it.
Since every educator in this system isn’t headed in the same direction and speaking the same language, they end up
working at cross purposes — all with great intentions and passionate energy. The harder they work, the more frustrated
they get. And their students are equally lost, though some will certainly be experiencing excellent teaching and others will
not.
Continued on p. 62

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 61

TOOL Defining roles and responsibilities that contribute to coherence

A TALE OF 2 TEAMS, Continued from p. 61

NOW, LET’S LOOK AT THAT SAME TEAM

IN A COHERENT SYSTEM
When the team of three teachers identify its highest learning need, they look at data. As they do that, they know what
the system’s most pressing instructional needs are, and how those needs connect to a common vision for teaching and
learning overall. That understanding drives how they identify their needs and their student needs.
Because all of the learning that this team experiences is connected to a shared vision and set of priorities, those
educators see common threads that tie their learning hours together. All of the different learning events advance their
knowledge, even though some of those hours are spent in a schoolwide study group, some are spent in team learning
time, and others are spent online in a course that fills a knowledge-and-skills gap. Being able to connect their myriad
learning opportunities means they go deeper with their learning.
The school and system leaders who support this team acknowledge the success it found with students because the
entire system is working toward the same big goals. The team has opportunities to share its learning and success with
other educators, and that expertise moves to other rooms and buildings. Meanwhile, other teams are having similar
experiences, and they share their successes, and challenges as well. The knowledge and skills in the system multiply and
build on one another.
When it is time for these three language arts teachers to identify their next learning goal, they know, as do their
colleagues, how they’ve advanced along the continuum toward their vision. They set their goal based on where they’re
headed, and they know they will have the support to get there.

62 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

TOOL Defining roles and responsibilities that contribute to coherence

KEY ACTIONS
TEACHERS
Key actions to build and maintain coherence include:
• Communicating within and across teams about highest priority learning needs for both students and adults.
• Sharing individual learning needs with team members to make connections to team learning needs.
• Identifying what learning options would most contribute to critical professional learning needs.
• Explicitly connecting prior learning with future and current learning.
• Communicating team learning challenges and successes across the school and district.
• Advocating with school and district leaders for opportunities to connect with other educators who share
similar challenges.
• Speaking out when there is lack of coherence.
• Protecting practices that align the learning team to those that most align with the individual, school, and
system priorities.
• Avoiding bringing to the team tempting initiatives that have little or nothing to do with the purpose of the
learning team.

INSTRUCTIONAL COACHES AND DEPARTMENT HEADS

Key actions to build coherence include:
• Advocating for teacher voice in school and district vision-building efforts.
• Supporting school and team conversations about the common vision to create shared understanding and
common language around teaching and learning.
• Helping individual educators see and create connections among all of their professional learning and among
their learning and that of their students.
• Creating or facilitating opportunities for teams to share their professional learning challenges and successes
across the school and district.
• Identifying expertise within one team that would help another learning team.
• Communicating teacher and team learning needs to school and district leaders and advocating for greater
coherence across schools and departments.
• Building skills among members of the learning team to be able to assess, choose, and sustain practices that
are most closely aligned with individual, school, and system priorities.
• Helping members of the learning team to assess and determine whether tempting initiatives are relevant or
have little or nothing to do with the purpose of the learning team.

PRINCIPALS
Key actions to build coherence include:
• Contributing to a districtwide common vision with the participation of a school leadership team that includes
teachers.
• Facilitating school and team conversations about the common vision to create shared understanding and
common language around teaching and learning.
Continued on p. 64

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 63

TOOLS Defining roles and responsibilities that contribute to coherence

KEY ACTIONS, Continued from p. 63

• Advocating for professional learning that prepares all educators to meet the needs outlined in the common
vision.
• Creating opportunities for teams to share their professional learning challenges and successes across the
school and district.
• Holding professional learning accountable to the shared understanding of what high-quality learning entails.
• Using the district’s educator evaluation system as an opportunity to connect individual, school, and district
learning needs and prioritize meaningful learning.
• Engaging in professional learning that strengthens knowledge and skills in creating coherent learning for
every learner in the building.
• Providing members of learning teams opportunities to apply their knowledge of coherent learning to assess,
choose, and sustain practices that are most closely aligned with individual, school, and system priorities.
• Refraining from introducing yet another initiative if it has little or nothing to do with the purpose of the
learning team.
• Giving the learning team the decision rights to assess and decline an opportunity to pursue a tempting
initiative, if they decide it has little or nothing to do with the purpose of the learning team.

CENTRAL OFFICE LEADERS

Key actions to build coherence include:
• Establishing, in concert with educators from every level and building in the district, a districtwide common
vision and instructional frameworks that outline the vision for teaching and learning in the system.
• Facilitating ongoing discussions about what the common vision means, where the district’s students are in
relation to the performance standards, and what steps will be taken to close learning gaps for students and
adults.
• Providing a wide range of learning opportunities, resources, and support aligned to the common vision.
• Holding professional learning accountable to the shared understanding of what high-quality learning entails.
• Communicating clearly with all stakeholders about how all initiatives within the system connect to a common
vision for learning.
• Eliminating silos among all departments and buildings in a system to increase communication, coherence,
and shared understanding.
• Creating opportunities for teams to share their professional learning challenges and successes across the
district.
• Using the district’s educator evaluation system as an opportunity to connect individual, school, and district
learning needs and prioritize meaningful learning.
• Engaging in professional learning that strengthens knowledge and skills in creating coherent learning for
every learner in the district.
• Establishing and promoting a process for introducing new initiatives and discontinuing or scaling up existing
ones.
• Clarifying and supporting the notions that school-based learning teams possess the autonomy,
accountability, responsibility, and right to choose, refine, and fulfill the student and educator learning goals
that they believe are most closely aligned with individual, school, and system priorities.

64 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 “
Apply
Now

”
This time with the Academy has been the most valuable professional learning experience of my 28-year
career. To focus on the Standards for Professional Learning, select a problem of practice, and work with
colleagues at all levels of my organization around a common problem has propelled our district forward
in focus and alignment of our professional learning goals to truly impact student achievement.
Joe McFarland, Academy graduate

Are you ready 1 Bring your biggest challenge

to take your related to adult or student

learning to the Academy coaches,
professional learning Learning Forward leaders, and
other participants.
to a new level? 2 In collaboration, clarify the
authentic problems of practice.
Join the Learning Forward Academy 3 Study the problem, build
Learning Forward’s Academy is a knowledge and skills, and work
together to develop solutions.
multiyear blended learning community,
led by experts in the field. 4 Transform your practice and your
organization.
Now accepting individuals and teams.
Deadline to apply is March 15, 2018. 5 Measure and evaluate your
results.

www.learningforward.org/academy
TOOL Defining rules and responsibilities that contribute to coherence
ROLE HOW DO CURRENT WHAT ACTIONS OR SHIFTS MIGHT WHAT SPECIFIC OUTCOMES
RESPONSIBILITIES HELP CREATE IMPROVE COHERENCE? WOULD BE THE RESULT OF SUCH
COHERENCE? SHIFTS?
Teacher

Instructional
coach

Department
head

School leader
or principal

Central office
leader

66 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

 UPDATES
Connect. Belong. Support.

A NETWORK
FOR EXCELLENCE

H ere's the vision:

Teachers have more
agency and leadership
opportunities within a
coherent learning system
that aligns resources,
provides data to inform
decision making, and
supports teacher-led
collaborative professional
learning within continuous
improvement cycles.

— Carnegie
grant boosts
What Matters
Now Network
to improve
teaching and
learning
p. 68

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 67

UPDATES

CARNEGIE GRANT BOOSTS

WHAT MATTERS NOW NETWORK
TO IMPROVE TEACHING AND LEARNING

C In order to work
arnegie Corporation of New more than 40 years of experience in
York has awarded a $600,000 designing and facilitating professional
grant to Learning Forward to toward relevant and learning systems and on its expertise
support the launch of the new What sustainable change, in bringing together learning teams
Matters Now Network, a community and communities of practice to
of state-based coalitions of policy the network will advance critical systems change. The
makers and educators. The network will
apply improvement science methods
focus on practical new network will utilize improvement
science strategies to support continuous
within a Networked Improvement solutions that link learning in the multi-stakeholder
Community to strengthen professional
learning that measurably improves
practice and policy. coalitions, which will focus on
improving key aspects of effective
educator practice and results for professional learning systems such as
students. Learning Forward, a designed to achieve this vision so that practice-based collaboration and aligned
membership association focused on all students have access to effective instructional materials. In order to work
effective professional learning for K-12 teaching and learning. NCTAF and toward relevant and sustainable change,
educators, will facilitate the network, Learning Forward merged earlier this the network will focus on practical
engaging stakeholders from the state year. solutions that link practice and policy.
level to the classroom level in each state “Learning Forward is honored to In the next steps for the initiative,
coalition. have Carnegie Corporation’s support Learning Forward will identify the
The 2016 National Commission in this effort, a continuation of a long- initial three states to participate in the
on Teaching and America’s Future standing commitment to transforming What Matters Now Network. The
(NCTAF) landmark report, What teaching and learning,” said Stephanie states chosen will have demonstrated
Matters Now: A New Compact for Hirsh, executive director of Learning an interest in issues of professional
Teaching and Learning, outlines a Forward. “This network will offer states learning systems as a means to achieve
vision where teachers have more agency and districts powerful opportunities equity and excellence, and will have
and leadership opportunities within a to focus on developing solutions to the political will and capacity for
coherent learning system that aligns substantive problems of practice that implementing substantive change across
resources, provides data to inform will inform and improve policy, along systems.
decision making, and supports teacher- with the support they need to operate as The philanthropic foundation
led collaborative professional learning continuous learning organizations.” supported earlier stages of this work
within continuous improvement cycles. The What Matters Now network through a planning grant.
The What Matters Now Network is will build on Learning Forward’s

68 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

UPDATES
Videos describe
lessons using the BOOK CLUB
apps. One of Gauck's Assessing Impact:
lessons, illustrated
Evaluating Professional Learning
at right, is making a
pictograph, inputting (3rd edition)
and manipulating data By Joellen Killion
in a problem. Students

T
use Doodle Buddy to his third edition of Joellen
create graphs, add
Killion’s essential resource
audio in SeeSaw, then
upload to SeeSaw digital guides readers through the rigors
portfolios. of producing an effective, in-depth
analysis of professional learning. The

NEW RESOURCES FROM methods outlined here help readers:

• Adhere to changes in policy

INNOVATIVE TEACHER TEAM relating to professional

learning;
• Facilitate the use of

I nnovation Classroom (www.

innovationclassroom.com) highlights
how technology can transform teaching
Gauck and members of her team will
share more about this work at the
Annual Conference in Orlando, Florida,
extensive datasets crucial for
measuring feasibility, equity,
sustainability, and impact of
in session 1404: Innovation Classroom:
and learning. A selection of video professional learning;
Technology PD + Social Media=Everyone
lessons for math, science, language arts, • Produce more powerful,
Learns! on Monday, Dec. 4, 2017.
life skills, and social studies offers a effective professional learning;
and
window into how innovative teachers Voice Fellow 2015-16. Gauck is one
• Evaluate the effectiveness
are leveraging the latest apps and tools to of several teachers from Michigan
and impact of professional
engage students in new ways. currently contributing to the bank of learning to make data-
Created by and for teachers, the lesson videos. The other teachers on informed decisions and
lesson videos offer her team are: Carolyn Bolduc, Grand increase quality and results,
short, targeted Rapids Public Schools; Jennifer Bond, Through a partnership with
strategies for Walled Lake Consolidated Schools; Corwin Press, Learning Forward
using specific Josh Bridges, Dowagiac Union Schools; members can add the Book Club to
technology Karen Brummans, Holland Public their membership at any time and
applications to Schools; Kathy Kanu-Thompson, receive four books a year for $69 (for
achieve particular Grand Rapids Public Schools; Kristin U.S. mailing addresses).
instruction Kochheiser, Waverly Community To receive this book, add the
Book Club to your membership
and assessment Schools; and Matt McCullough,
Heather Gauck before Dec. 1. For more information
objectives. For Schoolcraft Community Schools.
about this or any membership
example, videos include reflections on “One of our goals in this work is package, call 800-727-7288 or email
learning using Padlet, math exit ticket to build a thriving network of teachers [email protected].
using Socrative, literary elements with who can learn from one another and
Pic Collage Kids, and making picto co-create knowledge about the role of
graphs using Doodle Buddy. innovation in shifting how students
Heather Gauck, the project learn,” said Gauck. “It isn’t enough to
organizer and team leader for use technology in engaging ways – we
Innovation Classroom, is a K-3 really need to spread what we know
resource teacher in Grand Rapids, from teacher to teacher to have the
Michigan. Recognized by PBS as one widest possible impact,” she said.
of 2015’s digital innovators, Gauck Innovation Classroom is funded
is also a recipient of the Michigan by Mark Zuckerberg’s StartUp
Educator Voice Fellowship 2014-15 Foundation. Learning Forward serves as
and was the lead Michigan Educator an additional partner on the project.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 69

ABSTRACTS October 2017, Vol. 38, No. 5

FOCUS a difference. Collecting and using coaching cycle presents is that the
REFLECTING ON PRACTICE Literacy Classroom Visit Model data collection and reflection are
data from every school across driven by the coach’s memory.
Accentuate the formative: a district can provide a richer, Contrast this with a video-based
Michigan teachers use rubrics and more comprehensive view of the coaching cycle. Teacher and
video to improve their practice. status of teaching and learning coach begin the process in the
By Theron Blakeslee, Denny Chandler, districtwide. Districts can use these same way — having a planning
Edward Roeber, and Tara Kintz data to design improvement plans conversation to start the cycle and
Lauri Bach, an 8th-grade and help outline the best strategies set goals as usual — but the shift
U.S. history teacher in Michigan, for reaching district and school happens from this point forward.
is a member of a school-based goals. The observation is done via video,
learning team studying formative meaning that the lesson can be
assessment practices with her Process for discovery: replayed as many times as desired
colleagues. While teams like Project-based learning builds and the lesson is grounded, not by
this are a supportive place to teachers’ collaboration skills. perception and memory, but in
discuss new teaching practices, By Andrew Miller reality so the teacher can see the
they may not be set up to Research shows that project- lesson through her own eyes.
provide an essential component based learning is a successful
of improvement: descriptive, way to engage both students What to do about Jim?
actionable feedback to each other and teachers in the classroom. Professional dialogue turns
about actual classroom practice. If that’s the case, instructional difficult conversations into growth
Researchers from the Formative leaders at the Shanghai American opportunities.
Assessment for Michigan School in China wondered, why By Joseph Jones and T.J. Vari
Educators (FAME) project of aren’t we using the elements Professional dialogue
the Michigan Department of of project-based learning to centered on improving someone’s
Education worked with Bach and engage teachers in professional performance is challenging.
seven other teachers to observe development? The school faced Difficult conversations are
in their classrooms, video their two challenges: the constant too often avoided due to the
teaching, and then use rubrics turnover of teachers and a need unpredictable manner in how
to analyze and reflect on their to create a culture for coaching. the message will be received,
teaching. To address these challenges, the the potential strain on the
school’s instructional coaches relationship, and also the technical
Leading the way in literacy: developed project-based learning clarity necessary to lead the
Classroom visits offer a professional development to build conversation. Establishing and
comprehensive view of teaching a collaborative culture that is systematizing professional dialogue
and learning. aligned with the school’s goal of a in the workplace transforms
By Bonnie Houck and Sandi Novak guaranteed and viable curriculum. the difficulty and complexity of
Many districts need clear such conversations and creates
classroom data focused on the Replay, reflect, refine: manageable, meaningful, and
literacy culture and instructional Video-based coaching accelerates growth-oriented opportunities.
practices being implemented in teacher growth. Three important strategies take
each school. Understanding these By David Baker, Catherine Carter, workplace conversations to the
elements is crucial for success, and Patricia Hagan, Temple Hayles, next level.
this is where the Literacy Rychie Rhodes, and Karen Smith
Classroom Visit Model can make One challenge the traditional

70 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No. 5

IDEAS
WRITE FOR THE LEARNING
I am mentor, I am coach: PROFESSIONAL
Effective mentors help new leaders
• Themes are posted at www.
develop their own strengths. learningforward.org/
By Donna Augustine-Shaw learningprofessional.
and Marceta Reilly • Please send manuscripts
Educators moving into leadership and questions to Christy
roles often feel most anxious about Colclasure (christy.colclasure@
having all the answers for the people learningforward.org).
with whom they will be working. They • Notes to assist authors in
think the new job is about knowing and preparing a manuscript are at
doing. But it is really more about being www.learningforward.org/
learningprofessional.
— bringing their strengths to the table
and developing the capacity of others
SHARE YOUR STORY
to be brilliant. This turns mentorship
on its head. It’s not about merely being Learning Forward is eager to
read manuscripts from educators
a kind buddy to help new leaders learn
at every level in every position.
the ropes. It’s about coaching them to ASK If your work includes a focus on
become clear about their own values, Are conferences and workshops effective professional learning, we
beliefs, and strengths. From this self- valid and effective? want to hear your story.
knowledge, new leaders can step into By Michelle Bowman King The Learning Professional
publishes a range of types of
their leadership role with authenticity A conference or workshop can be
articles, including:
and groundedness. This is the solid effective depending on the purpose
• First-person accounts of
basis for authority and respect. and design of the learning and what change efforts;
happens before and after an event. • Practitioner-focused articles
VOICES about school- and district-level
CALL TO ACTION WHAT I’VE LEARNED initiatives;
Greatness is within the grasp More than just a money manager, • Program descriptions and
results from schools, districts,
of every teacher. our foundation centers on learning.
or external partners;
By Stephanie Hirsh By Janice Bradley
• How-tos from practitioners and
No matter how much say a teacher Raising money and giving grants thought leaders; and
has in district-led professional learning, is a mission of the Learning Forward • Protocols and tools with
he or she can make sure to push Foundation, but its work is based on the guidance on use and
personally toward excellence. principles of continuous learning. application.
To learn more about key
topics and what reviewers look
OUR TAKE RESEARCH for in article submissions, visit
Educators have the clout to carry RESEARCH REVIEW www.learningforward.org/
our message to Congress. Study offers keen insights into learningprofessional.
By Melinda George professional development research.
Learning Forward members' stories By Joellen Killion
are making a difference with the U.S. Mary Kennedy takes a rigorous look at
Senate as members consider Title IIA research on professional development
funding. in K-12 U.S. schools over four decades.

INDEX OF ADVERTISERS
Regent University....................................................................... inside front cover
Frontline Education.................................................................................................... 9
Just ASK Publications & Professional Development.... outside back cover

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 71

AT A GLANCE
Student
learning Coaches

increases. are selected,

prepared,
and deployed in
supportive conditions
Student learning with a well-definied
opportunities coaching
increase. program.

COACHING
THEORY
OF CHANGE Coaches
develop (over
time) efficacy and
effectiveness with

A
Teachers develop theory of change for coaching in which the
instructional efficacy ongoing professional
and effectiveness overarching purpose of coaching is to increase learning and
through coaching. student success, emphasizes that student success support.
depends on quality teaching. Every student deserves
access to the same level of high-quality teaching every
day. To ensure that teaching is of the highest quality,
teachers continuously grow and learn until they achieve
high levels of mastery with both content and pedagogy.
— Taking the Lead:
New Roles for Teachers and School-Based Coaches
Second edition
Coaches
establish
partnership
Coaches support Coaches coach agreements
teachers to teachers to and professional
implement refined extend and refine relationships with
professional professional principals and
practices. practice. teachers.

FROM THE BOOK The second edition System leaders may leaders will gain clarity
TAKING THE LEAD: updates Learning use Taking the Lead as about how to effectively
New roles for teachers Forward’s essential text they advocate the design fulfill 10 roles as they
and school-based about the complex and of a coaching program support teachers' ongoing
coaches Second edition multifaceted roles of focused on team, school, growth.
JOELLEN KILLION teacher leaders and school- and district learning goals. Order at store.
AND CINDY HARRISON based coaches. School-based teacher learningforward.org.

72 The Learning Professional | www.learningforward.org October 2017 | Vol. 38 No.5

THROUGH THE LENS
OF LEARNING FORWARD’S STANDARDS FOR PROFESSIONAL LEARNING

LEARNING FORWARD’S
STANDARDS FOR
PROFESSIONAL LEARNING
M any of the articles in this issue of The Learning Professional demonstrate Learning
Forward’s Standards for Professional Learning in action. Use this tool to deepen your own
understanding of what standards implementation might look like and to explore implementation
in various contexts. In this issue, we highlight three examples.
Professional learning that
increases educator effectiveness
STANDARD IN ACTION TO CONSIDER
and results for all students ...
t In action: In “Accentuate 1. How do rubrics that describe
DATA the formative,” the levels of practice and
Learning Communities
… occurs within learning authors describe how video of classroom lessons
they use rubrics and complement each other, no
communities committed to
a video observation matter what content teachers
continuous improvement, process to strengthen are covering?
collective responsibility, and goal teachers’ use of 2. What kinds of data are
alignment. formative assessment available to educators in
to improve student videos of authentic teaching
Leadership outcomes (p. 24). episodes?
… requires skillful leaders who t
In “I am mentor, I am 1. In what ways do coaches
develop capacity, advocate, IMPLEMENTATION coach,” the authors or mentors recognize the
and create support systems for describe how mentors challenges of change and
professional learning. of school leaders support educators throughout
adopt a coaching a change process?
Resources mindset to support the 2. What elements of a coaching
… requires prioritizing, development of learning or mentoring relationship
monitoring, and coordinating leaders in schools (p. 52). contribute to learners’
resources for educator learning. opportunities to reflect on
constructive feedback?
Data t
The article “Process for 1. How does developing sharp
… uses a variety of sources and OUTCOMES discovery” explores clarity around student
types of student, educator, and how an international standards contribute to
system data to plan, assess, and school supports an consistent instruction despite
evaluate professional learning. ever-changing faculty to teachers who come and go
effectively implement frequently?
project-based learning 2. What connections might
Learning Designs
for students (p. 35). schools or school systems
… integrates theories, research,
make between project-based
and models of human learning learning for students and
to achieve its intended how educators are supported
outcomes. to implement project-based
learning ?
Implementation ?

?
… applies research on change There are many other Bonus question:
FIND YOUR examples of the
and sustains support for
OWN! standards in action
Can you find other standards
implementation of professional within your story that are
learning for long-term change. throughout The
relevant? Many data stories,
Learning Professional.
for example, also deal with
Find a story that you
Outcomes implementation.
think exemplifies this
… aligns its outcomes with and create your own
educator performance and questions.
student curriculum standards.

Learn more about Learning Forward’s Standards for Professional Learning at

www.learningforward.org/standards-for-professional-learning.

October 2017 | Vol. 38 No. 5 www.learningforward.org | The Learning Professional 73

 Creating a Culture
for Learning
Your Guide to PLCs and More
by Heather Clayton, Brenda Kaylor, Julie
McVicker, Bruce Oliver, Paula Rutherford,
Sherri Stephens-Carter, and Theresa West
This book is based on the belief that in order to
succeed in their commitment to the
achievement of high standards by all students
schools must create cultures of learning that
C on
tact authors promote professional growth.
wor Just of the ese
k in y ASK to have one e th
succ our district to help you us ies. It includes self-assessments, reviews of the
essful g
culture-building strate
literature, numerous practitioner examples, and
online tools and templates to help you answer
these questions:
• What are the characteristics of schools fully
engaged in professional learning?
• What structures need to be in place to
promote and support learning cultures that
result in high levels of student learning?
• What knowledge, skills, and attitudes are
needed to create, implement, and maintain
cultures for learning?
• How can schools best use data to inform
practice?
• What are the non-negotiables in such
schools?

Just ISBN 978-0-9830756-0-8

ASK
323 pages
800-940-5434
www.justaskpublications.com

Download the Introduction and tools and templates at www.justaskpublications.com/ccl