Cooper on Curriculum -

Elevating Instructional Leadership #edwritenow

This past summer I had the privilege of collaborating with an inspiring group of educators: Lynell Powell, Rachelle Poth, Jennifer Casa-Todd, Josh Stumpenhorst, Jeff Zoul, David Geurin, Sanée Bell, Katie Martin, Danny Steele, and Senior Editor at Routledge, Lauren Davis.

We gathered for three days in Boston to write Education Write Now Volume 3: Solutions to Common Challenges in Your School or Classroom, which should be out by the end of the calendar year. All proceeds from this book will go to The Will to Live Foundation, a nonprofit organization dedicated to preventing teen suicide by educating them about mental health and by encouraging them to recognize that love and hope exist in the relationships we have with each other.

In the three days, each on of us was charged with writing a chapter to contribute to the book’s overall theme – addressing a common challenge in education. My chapter, titled “Elevating Instructional Leadership” focuses on what I believe are the five drivers of instructional leadership: relationships & context, knowledge & self-awareness, communication & responsiveness, planning & execution, assessment & revision.

Here’s the chapter’s introduction.

You’re a few years into your job as an administrator. You’ve been working hand-in-hand with other administrators in an attempt to promote change across your district’s handful of schools. Some of the instructional shifts have included Writing Workshop, guided reading, and project based learning. However, an objective assessment tells you, in large part: teachers don’t understand how these changes are any better than what they did previously; teachers are simply doing what they are told to do (compliance) without thinking critically for themselves; students are a bit lost because they had grown accustomed to “the old way” of doing things; building principals are constantly looking to central office for direction, especially when teachers come to them with questions and/or pushback.

If you’ve been a part of any educational organization for more than a year, chances are at least part of (if not all of) the above scenario sounds familiar. And, if you’ve ever tried to bring about change in a school, there’s also a chance you were (inadvertently) the cause of at least one of the problems described above. Bottom line: change is not easy.

Just like anything else, when things aren’t going our way we can either (1) blame others, or (2) ask ourselves what we can do differently. While the former option may be tempting, I can tell you from experience going this route typically tends to dig the hole deeper. We must look inward. According to Jim Knight, “When teachers receive an appropriate amount of support for professional learning, more than 90% of them embrace and implement programs that improve students’ experiences in the classroom.” Or, as he bluntly puts it, “Teachers do not resist change so much as they resist poorly designed change initiatives.”

Teachers do not resist change so much as they resist poorly designed change initiatives. - Jim Knight Click To Tweet

Make sure to also check out excerpts from Lynell Powell, Rachelle Poth, Jennifer Casa-Todd, Josh Stumpenhorst, Jeff Zoul, David Geurin, and Sanée Bell. And, stay tuned for next week’s post from Katie Martin.

Connect with Ross on Twitter.

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Personal & Authentic: Designing Learning Experiences that Impact a Lifetime – by Tom Murray #AuthenticEDU

By Ross Cooper Leave a Comment

A few weeks ago, my good friend and Director of Innovation for Future Ready Schools, Tom Murray, published his new book, Personal & Authentic: Designing Learning Experiences That Impact a Lifetime. After reading an advanced copy, I can recommend this book without hesitation. Here's some of what's included.

Foreword by Inky Johnson – Highlighted by ESPN’s 30 for 30 films for his courage, Inky Johnson’s story is one of perseverance through severe adversity. Sleeping on the floor most nights while growing up in one of the most dangerous neighborhoods in the United States, Inky credits a teacher with saving his life and recognizes his teacher’s impact on his life decades later. Here’s a snapshot of what you’ll read in the foreword:

I’m a firm believer that things don’t happen to you. They happen for you. The funny thing about my injury was that my life found new meaning and new purpose. Instead of the injury serving as a curse, it has served as a blessing. It’s an opportunity. You see, my arm may be paralyzed, but my heart isn’t. My mind isn’t. My attitude isn’t. The same arm the doctor told me I would never use again because of paralysis, I now use every day of my life. I believe you are not defined by your circumstances or your situation. You are defined by your decisions and your choices. Every day I make a decision to make my life count. Every day I’m going to work to inspire someone. Every day I’m going to work to encourage someone. As an educator, you get to do the same.
The Personal & Authentic Framework – Designed with implementation in mind, the Personal & Authentic Framework solidifies the “what” and the “how” in creating the types of learning experiences that impact a lifetime. With the learner at the center, and held together by relationships and a culture for learning, the various ways in which teachers can make learning personal and authentic can be amplified. These include: Social-Emotional Learning; Culturally Responsive; Moments of Awe; Relevant & Contextualized; Interests, Passions, & Strengths; Creation & Design; Flexible Pace & Path; and Authentic Feedback. Supports for the process include the spaces in which kids learn and the tools in which they use, both of which either amplify or hinder the learner in the experience.
Co-Authored Sections On Some of Today’s Most Important Issues – In understanding the limits of his own lens, Tom included two co-authored sections to amplify the respected voices and insights of Ken Shelton and Dr. Rosa Perez-Isiah, on overcoming equity barriers and how culturally responsive teaching is the only option.
“Stop & Reflect” Questions – Throughout each chapter, a variety of “Stop & Reflect” questions encourage users to do just that…pause for a few moments and self-reflect on their mindset and practices.
“Make it Stick” / “Try This…” – In understanding the importance of being practical, while simultaneously amplifying great ideas from a diverse group of educators, Personal & Authentic includes the thoughts and innovative ideas of over 50 educators who will encourage you to step out of your comfort zone. Each “Make it Stick” gives you practical ideas to try in your classroom or school – starting tomorrow. At the end of most sections, each “Try this…” gives you additional ways to implement what’s been read into everyday practice. Personal & Authentic contains over 150 innovative and practical ideas for your school or classroom!
“A Closer Look” & Free Book Study Resources – Designed to support the professional growth of your team, a comprehensive compilation of free additional videos, articles, and downloadables are available on the Personal & Authentic website. Whether you use the “Personal & Authentic Poster” to symbolically capture and frame your team’s fingerprints, or you utilize many of the videos or articles Tom uses in his training workshops, all that you need to run your next book study has been created for you to use – for free.

And, here are a few endorsements from education leaders:

“In Personal & Authentic, Tom Murray taps into some of the deepest emotions we all share and know are essential as educators and parents. He helps us to focus on the relationships that we develop with children and adults, the self-reflection that we learn quickly is so important, and the impact we make on our schools and communities. After you read this book, you will become a better teacher and leader. And if not, you might want to read it again!” – Salome Thomas-EL, award-winning principal, speaker, and author

“The story always wins. The most impactful learning has always been personal and authentic. Murray does a masterful job of weaving both the gripping story of educators and the opportunities for them to increase their impact on students. The text takes the reader on an emotional ride but also provides the challenge and resources to get better. The ideas jump off the page and will help anyone rediscover both the why and how to improve their space. This book is an essential piece of every educator’s toolbox and one I know I’ll go back to often.” – Joe Sanfelippo, PhD, superintendent, author, and speaker

“Personal & Authentic is a true reflection of the title. Tom not only shares stories that share his core values and beliefs through the personal stories that he tells, but the tips he includes from other educators show a glimpse of their core values and beliefs as well. If you are looking for a read that cuts straight to the middle and touches the heart, but then leads to actionable results that will transform you as an educator and the relationships and experiences you encounter each day, Personal & Authentic is your go-to resource. This book will help you reflect, recharge, and refocus on the most important aspects of education – relationships and relevant learning experiences.” – Sanée Bell, EdD, principal, speaker, author of Be Excellent on Purpose: Intentional Strategies for Impactful Leadership

Get your copy of Personal & Authentic: Designing Learning Experiences That Impact a Lifetime!

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Yes, I’m Talking to You!

By Ross Cooper 2 Comments

Last week I finished reading The Happiness Advantage by Shawn Achor, which I highly recommend. In fact, at an upcoming faculty meeting I plan on showing my teachers his TEDx Talk, The Happy Secret to Better Work, which mirrors the book’s ideas.

Here’s how Achor begins the book’s final chapter:

A couple of months ago, I spoke to a group of CEOs and their spouses in Hong Kong. Afterward, over drinks at a reception, a very self-assured if slightly tipsy CEO shook my hand and warmly said, “Thank you, Shawn. That research was brilliant and rings true.” He then leaned in and whispered conspiratorially, “I already do most of it, but my wife really needed to hear it.”

The author goes on to explain:

I relate this story not as an example of how to stir up trouble in a perfect stranger’s marriage, but to show that no matter where I am in the world, most people think this research is useful to them, but even more useful for all the people around them. The person we have the greatest power to change is ourselves.

These paragraphs remind me of a conversation I had awhile back with one of my educator friends who is a well-known speaker on educational leadership. In short, our conversation went a little something like:

“I bet there are educators who sit through your presentations and don’t get much out of them because they believe they’re already doing everything you’re talking about. Instead, they’re thinking or saying, ‘If only [insert colleague’s name] were here. She’s the one who needs to hear this presentation!’ Why do you think this happens?” – Ross

“It happens because these people in attendance don’t actually think I’m talking to them. But, I am.” – Ross’s friend

Yes, I am also guilty. At various points throughout my career I’ve announced something to the effect of:

“It was great, but I’m not the one who needed to hear it.”

And, if you’re reading this, I bet there’s a good chance you’ve also said something similar at one point or another. (If not, I apologize.)

When we make these statements they generally apply to presentations and workshops, but they are also relevant to any learning experience, such as reading books or watching TED Talks. Either way, we need to be careful with our words and the messages we communicate when we interact with others, as a misguided approach can easily stifle our own progress while at the same time alienating those around us.

Here are three ways we can check ourselves.

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Didn’t You Read the Email?

By Ross Cooper Leave a Comment

Every school day at 7:45 am (about 15 minutes before students start to arrive) I try to make time to do a lap around my school to say “Good morning!” to teachers and staff, make small talk, take care of some housekeeping items, etc. (Of course, due to unforeseen circumstances, this lap doesn’t always happen. But, I try.)

A few months ago, when I made this lap, one of my teachers asked me a question that had already been answered via schoolwide email. So, I answered the teacher’s question (again) and then pointed out that “it was in the email.” Although her reaction wasn’t negative (on the surface), I immediately regretted referencing the email. In fact, I know there have been other instances in which I made the same error.

Why We Shouldn't Reference the Email

Although I consider myself to be an organized person who is generally on top of things, there have been instances in which I have been on the receiving end of “Didn’t you read the email?” All of these events can be organized into two categories, and not just for me, but for anyone who has been the recipient of such a question.

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4 Keys to Student Self-Assessment

By Ross Cooper 2 Comments

At T. Baldwin Demarest Elementary School in Old Tappan, New Jersey, we’re in the middle of a two-year process of implementing Writing Pathways across all grade levels. More or less, Writing Pathways is an assessment system that works hand-in-hand with the Writing Workshop framework, and the system will help us to better align our writing instruction, horizontally and vertically.

In addition, whenever we’re dealing with assessment, student self-assessment should be our endgame for the purpose of students owning the learning as much as possible.

As John Hattie tells us in Visible Learning for Teachers:

…the greatest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers. When students become their own teachers, they exhibit the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-evaluation, self-assessment, self-teaching). Thus, it is visible teaching and learning by teachers and students that makes the difference.

That being said, taking into consideration Writing Pathways and my work with project based learning, here are what I believe are the four keys to student self-assessment.

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Brand Your School. Not Yourself.

By Ross Cooper 2 Comments

This Tuesday I’ll be starting my first full-year as the Elementary Principal of T. Baldwin Demarest Elementary School (TBD) in the Old Tappan School District. Since assuming the position last spring, one of my priorities has been making sure there is ongoing communication between the school and the community. Although nothing entirely replaces face-to-face communication (which should be our default, when possible), we have also been leveraging a weekly newsletter (created in WordPress), social media, and a district hashtag – #OldTappanProud – to inform our stakeholders and tell our story.

By the time last school year came to a close, pretty much all of our classroom teachers were on Instagram, pushing out photographs (and some videos) with their classroom accounts. And, the students and the community have made it clear they love the sneak peeks into what’s happening in our learning spaces. These previews help us to be transparent with our work, while assisting us in growing and promoting our school’s brand or identity.

As the principal, I’m currently the only person who posts to the school’s social media accounts (although, in the future, it may be advantageous to occasionally turn over the reins to students or teachers). Therefore, as the school’s default storyteller-in-chief, I have both the responsibility and pressure of making sure what’s posted accurately and positively reflects what’s taking place at the school. In other words, according to Tony Sinanis and Joe Sanfelippo, I have to “ensure that the brand promise matches the brand experience.”

That being said, as I continue to reflect upon how I represent my school on social media, and as I continue to learn from other educators who post about their schools, I’ve started to think it’s possible to categorize the different ways in which posts contribute (or don’t contribute) to a school or district’s brand. Awareness of these categories can help us to ensure our intent goes hand-in-hand with the perceptions of our stakeholders who view what we publish.

Although it’s impossible to categorize every post, here are five categories I have found to be common amongst administrators. (Keep in mind, the lines between these categories can also be blurred.)

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Project Based Learning: Six Hours of Professional Development (a free mini-course)

By Ross Cooper Leave a Comment

Last spring, as part of a professional development series organized by Tom Marshall (an Elementary Principal in Paramus, New Jersey), I facilitated three two-hour sessions on project based learning (PBL).

Below is an outline of the five activities that were spread out across the three sessions. In six hours total, the goal was to start with an introduction to PBL and then finish with participants feeling at least somewhat comfortable in designing their own projects. (Yes, we packed in a lot.)

There’s enough here for individuals or groups to work through these activities (or versions of them) on their own, as if it’s a self-paced PBL mini-course. Also, keep in mind, about 10-15 educators took part in the professional development. So, if you plan on using these activities to facilitate learning in your own school or district, some adaptations could be necessary.

———

Session 1 of 3: What Is Project Based Learning?

Activity 1: What’s the difference between projects and project based learning?

Directions

In small groups, claim a column on this spreadsheet (which you’ll need to copy in order to use) and ask as many questions as you can related to the above graphic and the differences between projects and PBL. Your questions should be recorded in the blue. (10 minutes)
Transfer your three most important questions from your blue to your red. (5 minutes)
Group discussion based on everyone’s red questions

Resources

Activity 2: What are the essential elements of project based learning?

Directions

Read, Buck Institute’s Gold Standard PBL: Essential Design Elements.
In different small groups, using this spreadsheet (which you’ll need to copy in order to use), rank the seven essential design elements from most important to least important (column B). For each ranking, provide justification (column C).
Group discussion based on everyone’s rankings

Resources

What are your next steps?

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Four Reasons to Tackle Flexible Learning Spaces

By Ross Cooper 1 Comment

Since this past January, I’ve been the Elementary Principal of T. Baldwin Demarest Elementary School (TBD) in the Old Tappan School District. And, as I’ve previously detailed in my blog post – Flexible Learning Spaces: The Start of Our Journey – one of our first initiatives involved flexible learning spaces. In short, every teacher was given money to spend on furniture for his/her classroom.

Why Every Teacher?

Yes, every teacher had the option. This idea probably sounds a bit unconventional, as most initiatives begin with a pilot group that paves the way, making it easier for late adopters to follow. However, in this instance, due to certain constraints (timing, budget, etc.), I believe it made more sense to let everyone jump on board, which has its upsides. As Prakash Nair announces in Blueprint for Tomorrow, “Indeed there is evidence that reform efforts focused on improving the capabilities of individual teachers are less effective than those that engage teachers collectively.” There is value in everyone moving in the same direction at the same time while learning from one another and continually refining their work (or learning spaces) as necessary.

Why the Classrooms?

I also played with the idea of taking a look at other parts of the school, such as (1) furniture that would allow for students to more comfortably work in certain sections of the hallways, and (2) rethinking the area right outside the main office, which is what is first encountered when entering into the building. However, it didn’t take long to realize all of these changes would have been too much too soon. And, if we’re going to start anywhere, it makes sense to start with the classrooms, as this is where students and teachers spend the majority of their time. In The Third Teacher, John Stanford, the late superintendent of schools in Seattle, tells us, “The victory is in the classroom.”

Now let’s take a look at four reasons why we prioritized flexible learning spaces.

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How Do We Assess (And Possibly, Grade) Project Based Learning? #HackingPBL

By Ross Cooper 2 Comments

Last week, Erin Murphy and I facilitated a two-day project based learning (PBL) workshop for an inspiring group of educators from Madison City Schools, Alabama. As part of the workshop, we spent some time focusing on what assessment (and possibly, grading) can look like within the context of PBL.

When discussing this topic, it’s first and foremost important to keep in mind there is a difference between assessment and grading. Whereas the goal of assessment is to improve student learning, grading (or a grade) is generally used to evaluate current level of performance.

Should Projects Be Graded?

In short, the answer is a resounding “No!”

Project based learning experiences should call for a great deal of student critical thinking and creativity. And, research tells us that “carroting and sticking” these types of skills isn’t just ineffective, but detrimental.

Pause for a second and watch this Daniel Pink TED Talk, The Puzzle of Motivation, which is based on his book, Drive. Or, if you are in a rush, just watch from 1 minute 30 seconds to about the 7-minute mark. And, if you really don’t want to watch the video, here is the take-home point for this segment:

If-then rewards work really well for those sorts of tasks, where there is a simple set of rules and a clear destination to go to. Rewards, by their very nature, narrow our focus, concentrate the mind; that's why they work in so many cases…But for the real candle problem [a problem that requires creative problem solving], you don't want to be looking like this [tunnel vision]. The solution is on the periphery. You want to be looking around. That reward actually narrows our focus and restricts our possibility.

Pink also makes it clear this experiment is not the exception to the rule: “What's interesting about this experiment is that it's not an aberration. This has been replicated over and over again for nearly 40 years.”

Looking back on my work as a fourth grade teacher, I can draw a straight line from Pink’s work to my use (or misuse) of grades as the carrot and the stick. The more I engaged my students in project based learning, the more I realized that grading the actual project was not only unnecessary, but potentially harmful.

If Not Grades, Then What?

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Throwing Our Own Ideas Under the Bus

By Ross Cooper 4 Comments

For next school year, I’m throwing around the idea of a community book study for the school at which I’m the principal – T. Baldwin Demarest Elementary School in Old Tappan, New Jersey.

Right now, I’m in the process of reading through a few books that could potentially be used. One of these books is Originals by Wharton professor, Adam Grant. While most of the book doesn’t directly discuss education, it does contain countless implications for the field.

In Chapter 3, I was particularly drawn to a section – Putting Your Worst Foot Forward – in which Grant emphasizes the importance of proactively calling attention to the problems with our own ideas. He first illustrates this point by examining how the popular website Babble gained traction:

After having their first child, Rufus Griscom and Alisa Volkman were appalled by the amount of false advertising and bad advice being offered about parenting. They started an online magazine and blog network called Babble to challenge the dominant parenting clichés and tackle the cold, hard truth and humor. In 2009, when Griscom pitched Babble to venture capitalists, he did the exact opposite of what every entrepreneur had been taught to do: he presented a slide listing the top five reasons notto invest in his business.

Two years later, Griscom took a similar approach when pitching Babble to Disney. One of his slides read: “Here’s Why You Should Not Buy Babble.”

In both instances, Griscom’s strategy worked. The year he pitched to venture capitalists, Babble brought in $3.3 million. Then, Disney ended up buying the company for $40 million.

Grant cites four reasons why we should accentuate the flaws in our own ideas when “pitching a novel idea or speaking up with a suggestion for change.”

“Leading with weaknesses disarms the audience.” When we’re only presented with positives, we become skeptical and look for holes as if to say, “What’s the catch?”
“People think an amateur can appreciate art, but it takes a professor to critique it.” We hold in higher regard those who can praise and critique vs. those who heap on nothing but lavish praise. Think restaurants reviews, movie reviews, book reviews, etc.
“It makes you more trustworthy.” This speaks to the credibility of the person pitching the idea.
“It leaves audiences with a more favorable assessment of the idea itself.” If the idea is a good one, and we’re already pointing out its worst problems (which aren’t so bad in the first place), there’s nothing damaging left to uncover.

Implications for Education

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