An Early Recap of 2013-14: Classroom Walkthroughs

Digesting 716 Classroom Walkthroughs

Throughout the 2013-14 school year I have had the opportunity to report out how Waukesha North High School High School is progressing in the components 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.

This information collected is used as a formative tool with teachers and will assist our professional developmental needs going into the 2014-15 school year. It also helps guides conversations with individual teachers on how their instructional practices continue to evolve  to proficient and distinguished levels in the components. 

Celebrations

1.  As of May 19, 2014 Waukesha North had completed 716 classroom walkthroughs.  After each visit, evidence was shared with teachers  along with reflective feedback.  This allowed for ongoing feedback and reflection for teachers.

2.  Waukesha North teachers.  In my 6 years at North, it has been amazing to see the transformation that has taken place with teachers and their willingness to reflect and improve instructional practices on behalf of students.  Historically, Waukesha North has had a culture of staff members creating positive relationships with students.  Thankfully, that tradition has not changed.  Adding a layer of sound instructional practice and rigor have helped better prepare students to be both college and career ready.  North is well on its way to move from "Good to Great."

3. On-going walkthroughs have allowed for purposeful dialogue between the teacher and effectiveness coach and/or evaluator.  Using the Danielson framework as our guide has helped transform instructional practices as classroom walkthroughs have become part of the fabric at Waukesha North.  Gone are the days in which a visit to a classroom would solicit a surprised look from the teacher.  

4.  3A:  Communication with students.  This is clearly a strength at North in which 73% of the walkthroughs were scored as proficient or distinguished.  This is certainly something to build on as teachers strive to be proficient in all of the observable components (domains 2 and 3).

                                                                                    Next Steps:

1.  Using Questioning and Discussion techniques (3B) will be made a priority going into next school year with targeted professional development with teachers.  While we had some encouraging results in individual classrooms, we had only 41% were rated as either proficient or distinguished.  The good news is that we have many classrooms who are moving in that direction with this component.    

2.  We need to continue to develop a collaborative culture at North.  The power of teachers getting into each other classrooms can not be denied.  This is such a powerful strategy that needs to be tapped into.

3.  During the 2014-15 school year, the School District of Waukesha will be using the reflect portion of Teachscape.   This platform will allow for on-going dialogue between teachers, effectiveness coaches and/or evaluators.  This will streamline the process of collecting evidence to use with teachers as a formative tool to improve practice in an efficient manner.

4. We need to continue to strength the structures  that support a model of providing teachers ongoing formative feedback.  In a nutshell, as leaders we need to make getting into classrooms the top priority.   Hopefully, we will be able to shatter the record of 716 in 2014-2015 school year!

Notes:

Framework for Teaching, Charlotte Danielson

The information in the bar graphs provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms  at Waukesha North High School as of May 29, 2014.

Congratulations! You got the coaching job. Now what?

Below is a recent article that I wrote for the Wisconsin Football Coaches Association newsletter that will be featured in an upcoming publication.

Robert Blessington currently serves in the role of Associate Principal at Waukesha North High School.  Blessington served in the role of Athletic Director at Waukesha North from 2008 to 2012.

Congratulations!  You got the coaching job.  Now what?

Tips for Coaching Success

Having the benefit of working with and hiring dozens of coaches in the role of Athletic Director, I came away with a list of tips to consider for being a successful coach at any level.  

1. Communicate, communicate, communicate

Communication is critical to the success of any program.   Coaches need to develop a deliberate and purposeful  communication plan.  Consider how you will communicate expectations to both student-athletes and families. Communicating effectively can help to prevent problems that may arise from miscommunication, and it can also help to create a partnership with parents and community members. This partnership is critical in a time of shrinking budgets and resources. Remember, first impressions often last a long time. How will you impress people with your communication?

2.   Hire an excellent staff

Coaches that are diligent in building a top notch staff have greater success.   Coaches often run into challenges that have nothing to do the x’s and o’s of their sport.  Surrounding yourself with credible and knowledgeable staff cannot only help to solve these problems, but it can also help to prevent problems from happening.  The hiring of assistant coaches may be the single most important factor in the success of the program.    All coaches need to not only have knowledge of the game, but knowledge of how to interact with student-athletes and their families. Assistant coaches should also be positive role models.

Finding individuals who will compliment the vision of the head coach, but also bring other critical attributes to the program that do not currently exist are challenges that any coach needs to consider in moving their programs forward.   The leader of the program needs to be willing to constantly evaluate and assess the needs of their program and make some tough decisions when it comes to staffing.  

3.  Build rapport with student-athletes

It’s important to take time to get to know the student-athletes with whom you will be working.  It’s the little things that can make a difference.  Coaches that are fortunate enough to work in the school where they coach can take small steps that make a difference, such as  being visible during passing periods or taking an interest in a student’s life outside of the sport.  Building a positive relationship with a student-athlete can help to motivate that student in both school and sports. Be thinking about what strategies you will utilize to build rapport with student-athletes.

4.  Reach out to school staff

Student-athletes are just that: students first, athletes second. Teachers, support staff, and administrators want to see that you are supporting students in meeting their academic goals and the behavior expectations of the school and community.   This can be as simple as reaching out to staff and introducing yourself and making yourself available if they have any concerns with academics or behavior.  Consider making a plan to require student-athletes to turn in grade reports on a regular basis.  This is  especially critical in the off season and should be used as a proactive measure.

Consider hosting an event in which members of the team invite their favorite teacher to the game.  This builds an instant connection to your program.   This is something that is simple and sends a signal to school staff that you place a high importance on academics.

5.  Get behind a cause

Think about getting your program involved with a community service project or fundraiser.  This could include a “Pink Out” event, volunteering in the community, or requiring student-athletes in your program to volunteer a certain number of hours.  Utilize parents to help with promoting and organizing this type of event or program.  This is something that the entire student body can get behind.  Working toward a common cause can help to show students that there is more to life than sports and that the program is committed to making a difference in the community.

6. Be a positive role model

Maintaining positive and respectful dialogue with students, families, community, and officials needs to be modeled.  Play the part by modeling good sportsmanship and respectful interactions with your athletes, coaching staff, and all other adults.  

In Conclusion...

Be thinking about the legacy that you would like to leave.  As a high school or youth coach, you play a critical role in a student-athlete’s life. You may never know the difference you make, but every interaction you have with a student-athlete can affect him or her in a profound and lasting way.  Being entrusted to work with young people is truly an honor and a privilege.  Don’t underestimate the role that you play  in developing young people through athletics.