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With a few colleagues, we’ve started reading Leverage Leadership. Here’s a little about the book:
Paul Bambrick-Santoyo (Managing Director of Uncommon Schools) shows leaders how they can raise their schools to greatness by following a core set of principles. These seven principles, or “levers,” allow for consistent, transformational, and replicable growth. With intentional focus on these areas, leaders will leverage much more learning from the same amount of time investment. Fundamentally, each of these seven levers answers the core questions of school leadership: What should an effective leader do, and how and when should they do it.
I like the fact that it starts out with formulas and recipes for success. You know, “Do this and you’ll get these results.” Who wouldn’t like to be told what to do, and then what results to search for? I hope you’ll join me as I take notes on this book. And, I’m also adding questions that occur to me at the end.
Some questions are embedded in brackets [miguel’s questions].
Chapter 2 – Observation and Feedback
- You get highly effective teachers by coaching each and every teacher to do excellent work.
- By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty. [Is there research to support this assertion?]
- Observation and feedback are only fully effective when leaders systematically track which teachers have been observed, what feedback they have received, and whether that feedback has improved their practice.
- The primary purpose of observation is to find the most effective ways to coach teachers to improve student learning.
- Core commitment for observations:
- weekly 15-minute observations of each teacher and
- weekly 15-minute feedback meetings for every teacher in the building.
- Scheduled observations – frequent and regular
- multiple, shorter observations, 15 mins long, back to back for an hour
- locked in feedback meetings scheduled from beginning of year
- feedback meeting combined with other meetings 4 times a year for whole meeting data analysis
- 10 minutes – observation feedback
- 20 minutes – planning
- Laptop or pen & notepad
- Access to the teacher’s lesson plans for the day
- Is the action step directly connected to student learning?
- Does the action address a root cause affecting student learning?
- Is the action step high-leverage?
- Develop routines and procedures
- Narrate the positive
- Challenge and build momentum
- Increase teacher radar and implement least-invasive immediate intervention
- Use a strong voice
- Develop pacing
- Employ quiet power
- Do not talk over
- Establish the right objective that is data driven, curriculum plan driven, able to be accomplished in one lesson
- Check for understanding
- Increase the think ratio
- Encourage effective independent practice
- Provide precise praise. Most effective praise is linked to teacher’s previous action step.
- Probe. People are much more likely to embrace conclusions they’ve reached than directives they’ve received. Focus on questions, transitions, pacing, purpose and essential reasons (why)
- Identify problem and concrete action step.
- Plan ahead.
- Set timeline.
- More is better vs Less is more.
- Lengthy written evaluations vs Face to Face makes the difference.
- Just tell them; they’ll get it vs They do the thinking so they can internalize it.
- State concrete action step and wait for teacher to act vs Guided practice makes perfect.
- Teachers can implement feedback at any time vs Setup a concrete timeline with clear expectations
- Provide simpler instructions and techniques.
- Give face-to-face feedback more often.
- Plan immediate post-feedback observation.
- Arrange for peer observation.
- Choose interruptions with care.
- Model entire lessons
- Take over
- How often you observe
- Patterns of your feedback
- Teachers you’re avoiding
- Precision of feedback
- Explain purpose is about coaching and improvement
- Frame progress in a positive way
- If we’re systematically tracking teachers, does that mean we’re using curriculum mapping software? Where will we house all this data?
- What is our curriculum plan?
- How do current coaching professional development efforts align with the “coaching” suggested in this book?
- How will our curriculum plan, sequence, map reflect answers to specific end-goal assessments like (Read source):
What is happening in current public education that can prepare a child to contribute to a Disney/Pixar film?
Who is going to have the Communication, Collaborative, Creative, and Critical Thinking skills required to integrateglobal trends into their work in a manner that will offer something fresh and improve the world in some way?
A larger percentage of people are working from handheld devices instead of sitting in cubicles. What kinds of people can handle the responsibility of working without direct oversight? Who can be held responsible for generating knowledge-work from a distance that has the quality to compete on a global market?
Can our students leave high school and become digital technology engineers? Choreograph an award show opening number? Program a new iPad app? Coordinate a wedding and reception?
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