Taking a closer look at walk-through data, 3a Communicating with Students --Waukesha North HS

As part of our school improvement plan, I wanted to provide information regarding our classroom walk-through data collection efforts for the 1st quarter of the school year.

During classroom walkthroughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting Domain 3a, Communicating with Students.  Below is a report out from the first two months of the school year.

The information in the bar graph below provides how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3a at Waukesha North High School.

Classroom throughs October/November 2013 Data:  

Amount of Observations:  148

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Classroom walk-through data, Waukesha North HS -October/November 2013

3a:  Communicating with Students

3a:  Communicating with students rubric

I would like to spend some time this post  breaking down 3a, Communicating with Students.  The critical elements of component 3a are:

• Expectations for Learning

• Directions and Procedures

• Explanations of Content

• Use of Oral and Written Language

What are observable actions of a level 3 or 4 classroom, 3a Communicating with Students?

• The goals for learning clearly are communicated to students (learning targets and I can statements)
• This purpose is made clear, and students understand what they are expected to do during a lesson
• When explaining content, teachers use vivid language and imaginative metaphors, connecting explanations to students' interests beyond school
• The teachers states, "By the end of this lesson you are all going to be able to factor different types on polynomials."
• The clarity of lesson purpose is clear (learning targets posted and referenced before, during, and at the conclusion of the lesson)
• The instructors requests the following, "Who would like to explain this idea to us?" 
• Clear directions and procedures specific to the lesson activities are provided
• Students engage with the learning activity/task, indicating that they understand what to do
• The teacher uses a Venn diagram to illustrate the distinctions between two topics (i.e. republic and a democracy)
• The teacher says, "Here's a spot where some students have had some challenges, be sure to read it carefully."

What are your strategies for communicating effectively with students? Please log-in to share a comment.

Taking the next step from Good to Great

Our latest administrative team read at Waukesha North High School,  Activate: A Leader's Guide to People / Practices /Processes had some interesting take aways and reaffirmed some of the great work taking place in the School District of Waukesha.  Here are some of my top highlights and take-aways from this book:

• High performing schools have data teams and or professional learning communities that follow a consistent cycle of inquiry into how students are progressing on learning goals and how staff are performing with their teaching techniques

• Fear of change is powerful and debilitating, taking down competent leaders with ease

• Hattie, "The biggest effect on student learning occurs when teachers become the learners of their own teaching and when students become their own teachers."

• Simply, there are two kinds of leaders, those who want to get things done and others who don't want to make mistakes

• High performing organizations go the extra mile to create cultures where people are prepared for and expect change

• The key role for a school leader is communicating clearly that learning and achievement outcomes of students are priority in any list of outcomes

Other Reflections:

We must continue to do the tough work on behalf of students. Cultivating a culture where change is expected and embraced takes time, effort and energy.  Creating a sense of urgency in which a culture of continuous improvement and a commitment to think outside of the box is critical.  When I reflect on some of the innovative practices, ideas, and innovation that I have seen first hand at Waukesha North High School, I am excited for the future my profession.

Our challenge as a school, is how can we take the spirit of innovation and transform the organization into a true Professional Learning Community, in which a PLC is not something that we "do" for 30 minutes, 2 times a week.  Rather, it's a mindset in how we best serve students and respond to data with specific adult actions that will ultimately raise student achievement. 

Moving Forward in 1:1 Environment: Waukesha North High School

As I get ready to help lead a roll out of over 1,100 student iPads in time for the start of the 2013-14 school year at Waukesha North High School, I am beyond excited for our staff, and potential it holds for students that walk through the doors at 2222 Michigan Avenue.

The device alone, will not guarnatee increased student aceivement.  This coming from someone who absolutely loves their iPad and Macbook Air.    Any advancement in technology, like the ball point pen or pencil, the "tool" alone, will do nothing to improve student achievement if not used to its potential.

Technology will never replace a quality teacher in the classroom.  With that being said, the iPad is an incredible “tool” for teachers to have at their disposable. It is a versatile device that students can use for so many purposes, formats, and audiences.  

What about the teacher? It is, and always will be about the instruction and planning that goes into lesson design, that is when the talents and skill set of the classroom teacher comes in.  The iPad will allow for greater opportunities for students to demonstrate, Writing, Inquiry, Collaboration, and Reading; the pillars of a quality lesson and to extend their learning beyond the walls of Waukesha North High School.

The SAMR Model outlined in the link, is a framework for teachers and students.  How do we get students from using the iPad as an enhancement to the transformation phase?   How do we guide students up the SAMR model to show evidence of their learning in  ways that they did not think possible? This will be our charge as educators.

As Todd Whitakar, eloquently states,  “Great teachers know the variable in the classroom: They are. Good teachers consistently strive to improve, and they focus on something they can control – their own performance.”  

The iPad will never replace a quality teacher in the classroom that cares about their students.  However, the opportunity to transform teaching and learning on a regular basis, is something that iPad can help facilitate and deliver to students.