Cooper on Curriculum

The following is the fourth of four excerpts from the eBook, How Do I Lead Project Based Learning?, which provides a concrete framework for leading the implementation of project based learning. Although this eBook was written through the lens of project based learning, everything can be applied to all professional learning and instructional shifts, no matter the content. Originally, the eBook’s content was the final chapter of the book, Project Based Learning: Real Questions. Real Answers.

The four drivers of instructional shifts serve as the basis for the eBook: establish relationships and trust, begin with the end in mind, model best practice, evaluate professional learning.

Evaluate Professional Learning

As an Elementary School Principal, my team and I implemented a new multisensory phonics program in kindergarten through second grade. During its first year of implementation, I can recall an eye-opening conversation I had with one of the kindergarten teachers. The majority of the conversation focused on how happy teachers were with the program, and on the ways in which students were excelling at its various strategies: naming sight words, tapping out words on their desks, writing letters in sand, etc.

Then the conversation shifted to the actual goals of the program and how we could find if these goals were being met. Was the goal to get better at the program, or was the goal for students to get better at reading and spelling? And, because the goal was the latter, how could we determine the extent to which the program was moving students in this direction?

In short, we turned their attention to the question we should always ask ourselves whenever we implement a new program or instructional shift: How do we know what we’re doing is working?

In Evaluating Professional Development (2000), Tom Guskey features five increasing levels of sophistication for evaluating professional learning, from lowest to highest: participants’ reaction to professional development, how much participants learned, evaluating organizational support and change, how participants use their new knowledge and skills, improvements in student learning.

Guskey explains:

The levels in this model for evaluating professional development are hierarchically arranged from simple to more complex. With each succeeding level, the process of gathering information is likely to require increased time and resources. More importantly, each higher level builds on the ones that come before. In other words, success at one level is necessary for success at the levels that follow. (p. 78)

Regarding PBL professional learning (or any other professional learning) the endgame is the impact we have on student learning, which is preceded by changes in teaching. So, we should be able to specify the different forms of evidence that will be used, both quantitative and qualitative, to determine if teaching and learning is improving or has improved as a result of project based learning. Some of these indicators may include: an analysis of Progress Assessment Tools (during projects and after the fact), formative assessments, summative assessments, final products, student reflections, student participation, student observations, classroom walkthroughs, and teacher observations.

To address Guskey’s lower levels, we turn to three forms of assessment.

In keeping with the theme of adult learning mimicking student learning, student learning involves three forms of assessment and therefore the same applies to adults:

Assessment of learning – This is summative assessment in which learners are assessed after the learning has taken place. Example: Students take an end-of-unit test, with no opportunities for redos, retakes, and do-overs. All grades are final.

Assessment for learning – These assessments are formative in nature (non-graded), and their results are used to drive instruction. Example: At the end of a lesson, the teacher gauges students’ progress with an exit ticket. Results are used to differentiate the next day’s instruction.

Assessment as learning – These are self-assessments, in which learners determine where they are and then what they need to do to meet their goals. Example: During independent work, students refer to their learning targets and success criteria to determine where they are in relation to where they need to be. They then adjust their work accordingly.

The following is the third of four excerpts from the eBook, How Do I Lead Project Based Learning?, which provides a concrete framework for leading the implementation of project based learning. Although this eBook was written through the lens of project based learning, everything can be applied to all professional learning and instructional shifts, no matter the content. Originally, the eBook’s content was the final chapter of the book, Project Based Learning: Real Questions. Real Answers.

The four drivers of instructional shifts serve as the basis for the eBook: establish relationships and trust, begin with the end in mind, model best practice, evaluate professional learning.

Model Best Practice

Professional learning is always an opportunity to model the types of learning we want to see taking place in classrooms. Whenever we lead professional learning, as a starting point we think about how we’d theoretically teach the information to our students. Because time is limited, we can’t exactly simulate an entire project based learning experience. But we can model best practice by leveraging inquiry, which serves as the basis for project based learning.

Zooming out a bit, it’s critical for us to be aware of the differences between professional learning (or professional development), professional training, and professional discussions.

Professional learning is the process of building capacity in participants, while professional training generally follows more of a rigid approach with several rights and wrongs (think, using a program with fidelity). Overall, we believe both have a place in education as long as more of an emphasis is placed on the learning.

While the line between professional learning and professional training is quite clear, there is a third category, which can be triggered when we mistakenly believe we are providing deep professional learning, but in actuality we are barely scratching the surface with not much more than conversations and examples related to a specific topic. This third category, which falls somewhere in between the other two on the “autonomy spectrum,” is professional discussion.

Since the line between professional discussion and professional learning can easily be blurred, let’s take a look at how each of these categories applies to educators being introduced to Umbrella Questions, a vital component of project based learning.

Professional Discussion on Umbrella Questions

1. Participants watch a short video on the significance of Umbrella Questions.
2. The facilitator spends a few minutes talking about what an Umbrella Question is and isn’t, how they can be used to drive project based learning and/or higher-order thinking, and how she has seen them used in classrooms.
3. Everyone discusses how they already may be using Umbrella Questions, or how they may aspire to use them in the future.
4. The facilitator directs participants to a few resources on Umbrella Questions, and they have time to look through them while discussing their favorites.

While the discussion may look good on paper, and I have been guilty of leading these types of sessions, I can now say with confidence they generally don’t produce sustainable results. In reality, participants are engaging in a bloated conversation (disguised as professional learning), and then they leave with a vague idea of how what they have learned could be applied to their particular classrooms and contexts.

Two questions to think about: Do these steps model the type of instruction we want to be seeing in classrooms? If we want participants to embrace a new practice, should they be told why it’s meaningful, or should they uncover why it’s meaningful?

The following is the second of four excerpts from the eBook, How Do I Lead Project Based Learning?, which provides a concrete framework for leading the implementation of project based learning. Although this eBook was written through the lens of project based learning, everything can be applied to all professional learning and instructional shifts, no matter the content. Originally, the eBook’s content was the final chapter of the book, Project Based Learning: Real Questions. Real Answers.

The four drivers of instructional shifts serve as the basis for the eBook: establish relationships and trust, begin with the end in mind, model best practice, evaluate professional learning.

Begin with the End in Mind

For instructional shifts, beginning with the end in mind can be broken down into four distinct categories.

Start with Why

When we lead an instructional shift, chances are we’ve spent countless hours pouring over its content, deciding how it should be rolled out, thinking about how it will impact teachers, staff, students, etc. Of course, all of this planning is necessary if we want the instructional shift to be successful. At the same time we have to remember, everything we learn doesn’t reach our people unless we actually communicate the learning. For example, if two educators have almost no knowledge of project based learning, but then one of them decides to read Project Based Learning: Real Questions. Real Answers. and attend a three-day workshop on the topic, the other educator’s knowledge of project based learning is not affected; she still knows next to nothing. While this conclusion may sound like a given, it’s easy to start to believe something should be common sense to others simply because we have taken the time to educate ourselves. We can never over-communicate why we’re doing what we’re doing (and how we’re going to make it happen), even though it may be common sense to us. 

Also, according to John Kotter (2010), one of the biggest mistakes we can make when attempting to achieve buy-in “is to communicate with all ‘head’ and no ‘heart’” (p. 186). In other words, the odds are not in favor of teachers saying, “If [insert researcher] says this is what’s best, then we should all be doing it in our classrooms!” While research certainly has its place, we can first appeal to others by having dialogue (not monologue) in which we discuss in practical terms how our students will benefit from the instructional shift, while also discussing how teachers and staff will be supported.

Establish Learning Goals

As explained in the Introduction of Project Based Learning: Real Questions. Real Answers., when we focus on a topic (e.g., three branches of government) as opposed to what we want students to know, understand, and be able to do, we end up with surface-level learning that lacks direction. Not so surprisingly, the same can be said for adult learning. Yes, we can start with an instructional approach (such as project based learning), but at some point we need to drill down to (1) what educators should know, understand, and be able to do as a result of their professional learning and (2) how students should be impacted by the instructional shift.

When we start to plan professional learning, we determine all of the learning targets participants will have to tackle in order to be successful, while keeping in mind these targets should correlate with our desired shifts in student learning. Then, we arrange these targets in the order in which they should be learned. Next, while maintaining their order, we divide up the learning targets according to the total number of professional learning sessions. They may not be divided up evenly, but rather according to how much can be accomplished; not all learning targets require the same amount of attention. Finally, we brand each session with an Umbrella Question that encompasses all of its learning targets.

When facilitating professional learning, the current session’s Umbrella Question and learning targets should be communicated to participants toward the beginning of the session and then possibly again at the end to bring closure to the learning. To demonstrate where the current session falls within the context of the entire instructional shift, we also review the Umbrella Question and learning targets from the previous session, if one exists. 

The following is the first of four excerpts from the eBook, How Do I Lead Project Based Learning?, which provides a concrete framework for leading the implementation of project based learning. Although this eBook was written through the lens of project based learning, everything can be applied to all professional learning and instructional shifts, no matter the content. Originally, the eBook’s content was the final chapter of the book, Project Based Learning: Real Questions. Real Answers.

The four drivers of instructional shifts serve as the basis for the eBook: establish relationships and trust, begin with the end in mind, model best practice, evaluate professional learning.

Establish Relationships and Trust

For curriculum nerds, such as myself, it could be tempting to approach instructional shifts and professional learning in isolation – solely tackling change through the lens of someone doing curriculum work. However, our curriculum work will be hindered and potentially carry negative connotations if we treat it as a hobby, interest, or obsession, while ignoring the fact that people (yes, real people) are impacted by what we do.

I send this message because at one point or another I have been guilty of prioritizing the work over the people. At the same time, I know what it feels like when others in our organization act like they’re the curriculum experts who are here to fix things (or us) because they somehow have the answers to all of our problems, which may or may not exist. Of course, when we take this approach, we disrespect the work that came before us while likely ignoring others’ strengths. 

As curriculum nerds, when an instructional shift isn’t successful it’s easy to blame logistics: poor professional learning, not enough resources, lack of time, etc. While factors such as these could undoubtedly influence our results, we must also consider how our connections (or lack thereof) with people hurt our progress. Based on the relationships we establish (or don’t establish), the fate of many of our instructional shifts will be determined long before anyone knows what they are. If we only say and do the right things when we need others to get on board with our ideas, we shouldn’t be surprised when we’re the only ones who are excited about what we’re bringing to the table.

It’s easy to talk about relationships; more importantly, we must know how to actualize this work. Here are four explicit strategies we can use to establish relationships with others.

Approach Every Interaction with Intentionality 

In many schools and districts we use gifts, food, and events in attempts to boost morale: spirit shirts for new teachers, coffee in the faculty room the morning after parent-teacher conferences, a staff volleyball game in lieu of a faculty meeting, etc. While these have a place in our schools, and they can be signs of healthy school culture, we’re on a slippery slope if we’re thinking all of this is just as important or more important than daily face-to-face interactions. As an administrator, one question I’m always asking myself is, “How might others feel as a result of interacting with me?” Overall, if the answer to this question is not favorable, all of the coffee in the world isn’t going to help my cause. 

There is a definitive difference between showing up to impress and showing up to support. While our insecurities may tell us we need to constantly prove ourselves, we know true leaders are always encouraging others. As Joe Sanfelippo (Superintendent) tells us, “Every single time you connect with someone in your school community, you are building or killing culture.” Being intentional about each and every interaction is not easy, especially for administrators who seemingly live under microscopes, but it is a challenge we must accept before we can engage in any other work.

Seek to Understand

At one point or another, we’ve all probably been a part of a meeting in which we felt like the facilitator didn’t consider our input simply because it conflicted with his line of thinking or what he wanted to accomplish. As a result, our support for the facilitator may have diminished. When we have opportunities to lead, we can either do to others what has been done to us, or we can be strong and give everyone a voice. Bottom line: Our words and actions must communicate that the thoughts and ideas of others can make a difference. Otherwise we have no right to get upset when apathy becomes the norm.

We can empower others by not just listening to them, but by what Stephen Covey calls “seeking to understand” their perspectives. Others have to feel they can respectfully share their input without repercussion, and, ideally, we should be able to disagree, argue, and debate (sometimes behind closed doors) to collaboratively problem solve in the absence of animosity. Finally, when appropriate, we need to be willing to get behind others’ ideas. Countless compliments and promises won’t mean anything if we’ve conditioned others to believe we habitually engage in lipservice.