Take the Seeds Along with the Fruit

A teacher with whom I work shared an article with me today, written by Iowa's former Director of Education, Dr. Jason Glass.  He is now the superintendent of Eagle County Schools in Colorado.  In response to the teacher's curiosity about my thoughts on the article, I wrote the following, and thought you (gentle reader) may enjoy hearing them as well.

 

 

 

At the heart of substantial and lasting improvement (and how, indeed, does one decide whether a school needs improving or not, and who is the one doing the deciding?) for me is in his phrase, "Treat educators as professionals."

This is done in a number of important ways.  The most obvious is the wage of a teacher, but modern research has established that more pay alone will not improve student achievement or teacher retention, nor will the promise of a bonus or threat of a cut increase effort.  Actually, these methods have a detrimental effect on employee work habits.

Then, there's the degree to which a teacher is trusted and empowered to be a leader within the organization.  This has more powerful and longer-lasting benefits than just a wage increase.

Also, how are teachers regarded by society at large?  Why don't we we enjoy the same status as doctors or other 'professionals'?  Is it because it is so easy to gain entry into our profession, with far lower standards of base-level quality than many other professions? 

Regarding evaluations as a means to improvement, no, I don't believe a system is improved by quantification alone.  You can't fatten a calf by weighing it.  But, if we're talking professional-quality standards, then physicians, CEOs, and specialists of all types must certainly meet clearly defined quantifiable expectations to remain employed, or even licensed.  So as part of a comprehensive "we ought to be treated like professionals" package, we need to be willing to take the seeds along with the fruit.

The quality of my work as a principal should be judged by our drop out rate, AND our graduation rate, AND our post-secondary success rate, AND the retention rate of employees new to my building, etc...and if those indicators are satisfactory to those who hold me accountable, then pay me a competitive wage and ask me to keep coming back to deliver more of the same.

Students' Reaction to N-K's WIN Intervention Period?

From students at N-K, in a Write-To-Learn assignment for math class, in which they were asked what they thought about our new building-wide intervention period which we call WIN (What I Need) Time:

"I think that WIN time is one the best things that has happened to Northwood-Kensett. It was a great decision. One thing I like about it is that if yourself and a partner have an assignment to do together, WIN time is the perfect opportunity for that. I have nothing bad to say about it. An extra study hall everyday is great. I feel like the desired effect of it is working because of students grades doing better due to more time to get things done. The only thing that could be improved is more WIN time! ;)"

"I believe that WIN time is a good time. It gives me time to work extra homework, or study for a quiz or test. Yes, I believe it is helping, I notice almost everyone in my class working on extra homework. I think it could be improved by putting certain students together, such as those of us in algebra so we can work on harder homework and understand it better."

"I believe that win time will help a lot of the students to do better in school. I have liked win time very much. I think that this time is good because students who are struggling in class can take that time to get the help that they need. I also think it is better for teachers because they get some time to work some one on one with some students."

ACT Scores at N-K Highest in Five Years

Every year, the ACT organization shares the results of our students’ tests with us, compared to state averages.  These tests are designed to measure the skills needed for success in first year college coursework.  This year, as the chart below shows, I’m proud to announce that our students’ scores were not only the highest they’d been in the last five years, but exceeded the state average in every category.

	English		Mathematics		Reading		Science		Composite
Grad Year	NK	State	NK	State	NK	State	NK	State	NK	State
2014	21.6	21.5	22.4	21.4	23.5	22.5	23.5	22.2	23	22
2013	19.9	21.5	20.6	21.6	20.8	22.5	21.1	22.2	20.8	22.1
2012	18.7	21.6	20.6	21.7	21.1	22.5	20.7	22.2	20.4	22.1
2011	19.8	21.7	21.5	21.9	22.2	22.6	22.7	22.4	21.6	22.3