Impacting Student Achievement

The mission of KASB can be described in simple terms, be a voice for public education, impact student outcomes and serve our members.  Our members are the elected educational leaders in each district in Kansas.  They represent the needs of nearly every child in the state.  With the goal of student success at the top of every school board’s agenda, boards are looking for ways to continually improve.  While school boards look for answers they often hear about the how difficult it is to” impact student learning.”  The leadership services department at KASB can’t think of a statement further from the truth.  Current educational research outlines some of the necessary steps to ensure improvement in student achievement, hiring highly qualified teachers, and providing ongoing professional development are some of the most frequently referenced practices.  But there is an often overlooked practice ignored, one of which is the most powerful means for improving instruction, the use of formative evaluation with high quality feedback (coaching).

As the entire nation has looked to provide a way to help students succeed we often find ourselves inspecting individual trees rather than surveying and monitoring the entire forest.  That has caused us to overlook the obvious model, help teachers improve their craft.  Take the two most famous “Bills” in the state of Kansas, Snyder and Self, they have established cultures that value formative evaluation with feedback.  When you consider the success of the their programs, and reflect on what is heard and seen from the stakeholders around those programs, you often hear phrases like, “we are just trying to get better each day,” or “we have a system that works, we each need to do our part to improve that system.”  Think of the power in the those phrases and the understanding by the players that they have to continually  improve individually to help the system improve collectively.  There is ample data provided related to their performance that allows them to monitor and reflect on the improvement process, as well as define goals and expectations.  We would argue that teachers and leaders have the same types of data available when their systems are engaged in formative evaluation.  The formative evaluation process produces many opportunities for individuals to analyze data as it applies to instruction and performance.  This ultimately results in an opportunity to impact student learning and overall student achievement.  Formative feedback helps teachers and leaders understand their personal obligation to continually improve to help students achieve.

The role of district leaders is to have high quality instruction with low variability within the system.  To accomplish the true goal of improved student achievement, leaders must develop the capacity of teachers and leaders to identify and monitor instructional improvements.  This capacity is developed through the use of the formative evaluation process, which in turn provides data to guide decisions about professional development and district wide programing.  We feel it should be a collaborative effort directed at improving our system.  The public education system will only be as good collectively as we are individually.  Shifting our models of evaluation through the use of coaching and quality feedback to improve leadership and instruction is at the core to combating complacency and the status quo.

If you are ready to take on the challenge,  let us help you and your district with the battle for continuous improvement.

How to stop the dance...

It is the time of the year when school leaders are analyzing their current personnel, and trying to address their personnel needs for the upcoming year.  Too often at this time of the year, in our profession, when get into an unproductive process known as the “Dance of the Lemons.”  This is the phrase often used when teachers are shuffled to different assignments to minimize their impact on students.  The dance often leads to a process that is detrimental to the culture of an organization.  It is also costly in terms of time spent,  lack of effectiveness and student achievement.  No one really claims the phrase, “Dance of the Lemons,” but recent thought closely links these practices to a “culture of can’t” being present within the educational system.  A “culture of can’t” prevails when leaders falsely believe they are limited in their ability to act on the improvement of instruction, as described by Frederick Hess of American Enterprise Institute for Public Policy Research.  Hank Levin, a professor in the Teachers College at Columbia University, further explains that a “culture of can’t” develops when, school boards and district leaders use laws and regulations, “as a scapegoat to justify maintaining existing practices.”

So how do we change the “culture of can’t,” and stop the “Dance of the Lemons?”  

School leaders must establish non-negotiable expectations focused on instruction.  These expectations should be developed using open communication which allows input from all stakeholders.  The expectations must be supported by professional development related to the development of quality instruction in each classroom.  This may sound like a daunting task, but the reality is it can be accomplished within a district when all stakeholders agree to engage in formative evaluation of staff with an intense focus on the improvement of instruction. Formative evaluation brings teachers and administrators together to analyze data about instructional practices within the schools.  As formative evaluation occurs, consistent patterns  begin to develop that give educational leaders insight into the supports required to improve instruction and impact achievement.  Formative evaluation leads to improved instruction in each classroom and throughout the system.  As expectations become clear and an improved understanding of the components of quality instruction are defined, it then becomes possible to design differentiated supports for the varying needs of teachers.  The formative evaluation process provides a working framework for improving instruction.  In the end, taking these steps to combat the “culture of can’t,” will  lessens the chance of having to engage in the unfortunate “Dance of the Lemons.”

So where does an instructional leader find such a formative evaluation system?

In Kansas we are fortunate that we have options when it comes to formative evaluation models.  The Kansas State Department of Education has spent time building the Kansas Educator Evaluation Protocol (KEEP) system.  Another option that several districts across the state are moving towards is the McREL Teacher Evaluation System.  KASB has partnered with McREL to provide access to the McREL Evaluation system which provides the framework for improving instruction by tying everything back to the research supporting quality instruction and quality schools.  Improving student achievement should be the goal of every school district in Kansas.  A quality evaluation system properly implemented will enhance instructional skills and provide an opportunity for teachers to have a greater impact on student success.

Building a New Board Team

Building A New Board Team

The leadership services department has been sharing information about the election and new board members making the transition to the district leadership team.  Several articles have focused on what boards and superintendents can do in preparation for the transition.  Today I wanted to share the following thoughts from the perspective of being one of the new board members.

In my experience with most new boards members they are excited about “making a difference” in their new role.  I have met very few that did not have good intentions related to serving the student in their district.  New board member struggles almost always revolve around learning how boards work and their role on the board.  The following list represents some of the questions and anxiety that might be associated with beginning their new duties:

•  Will I be welcome?
•  Will I be equally included?
•  What is happening in the district now?
•  Who are these people? Can I trust them?
•  What is the job?
•  How do I get my ideas on the agenda?
•  Will my ideas be accepted?
•  How can I do things “right”?
•  What are the expectations of how the team members work together?
•  How will things change?
•  What if we don’t like each other?
•  Are my needs going to be met?

When a new team is formed it is important that time is allotted to discuss the “nuts and bolts” of how the board works.  The new board member workshops this spring will allow new members a chance to understand boards in general but it is up to the current board to ensure a quality transition for all members of the new team.   Our experience has been that effective boards are built on the concepts of good communication, trust among members that intentions are focused on the right work, and relationships among members.  New team members may experience issues with inclusion and isolation, which are associated with change but how long a team struggles often depends on how willing experienced board members are at creating a culture that is open, welcoming, and supportive of change.

Take the time to support the new team, it will be time well spent.

Board Relations: Tips for Conversations in Difficult Situations

As many of you already know Dr. Jordan and I spend many hours working with boards and administrative teams across the state.  We are always dealing with great people that want to impact their district and their communities while serving students.  We often find boards working through difficult situations trying to find ways to communicate in open and honest conversation.  In many cases emotional or “hot button” issues come up around the board table and create a potential for disagreement and disappointment.

The following tips might be helpful for board members to review in preparation for difficult discussions when hot topics are looming on the agenda. 

•  Promote a Spirit of Inquiry – Inquiring and developing a clear understanding of the beliefs of others before expressing and promoting one’s own ideas. This norm is important to a beneficial discussion within the group.

•  Pause – Stop and wait before responding or inquiring about expressed ideas. This norm promotes thoughtful thinking and may assist with the dialogue and problem-solving process.

•  Paraphrase – Use good listening skills and summarize comments made by others within the group to acknowledge and/or clarify a member’s point of view or idea.

• Probe – Ask for more information during a group discussion by using open-ended questions like: “Tell me more about your perception…” or “I’d like to hear more about…” or “Can you clarify the point that you made about…” Using this technique may give the group a deeper understanding about a topic or a problem and assist with decision-making.

•  Put Ideas on the Table – Ideas are the core of meaningful dialogue within a group. Clearly label your presentation of a possible idea or solution to a problem by saying: “One idea that I have is…” or “Here is a possible solution…”

•  Pay Attention to Self and Others – Make an effort to be aware of what you are saying and how you are behaving within the group interactions. Also, be aware of how others are behaving and responding to the group discussions.

•  Presume Positive Intentions – Assume that the intentions of others are positive as the group interacts within discussions and problem solving activities. Use positive language and interact with others in a respectful manner.

An old saying often heard:  “luck is when preparation meets opportunity.”   Taking the time to prepare might make a big difference for everyone as we approach tough topics, maybe the board can create enough luck to turn obstacles in to opportunities.

How to enhance positive board and superintendent relations.

Principle 1: Clarify roles and expectations.

Strategies:

·       Hold forums or one-on-one meetings to provide school board candidates with a clear picture of what is expected of them if they are elected.

• Establish the expectation that the entire team be committed to continuous learning such as KASB Regional Meetings-Seminars-Annual Convention.

·       Stress the importance of planning and policy making as the board’s primary functions. Let board members know how plans and policies relate to the district’s vision.

·       Revisit annually to reaffirm role expectations of the superintendent and administrators.

Principle 2: Develop a clear process for communication.

Strategies:

·       Develop a communication plan. Clearly state who needs to know what and when. Don’t forget to explain how you will communicate during emergencies.

·       Provide activities that encourage board members and administrators to build their listening and decision-making skills.

·       Hold periodic board meetings in the district’s schools and enjoy a student presentation or ask the building principal to conduct a tour before the meeting.

·       Hear accountability reports from principals on building effectiveness in reaching district goals.

·       Pick up the telephone instead of worrying about an issue—keep the lines of communication open.

·       Provide board members with regularly scheduled updates, including both good and bad news, in accordance with the open records law requirements. Include a calendar of any upcoming events which board members might attend.

·       Allow regular opportunities for principals to report directly to the board during board meetings.

·       The board president and superintendent should build the meeting agenda together.

·       Do not surprise others at the board table.

·       Clearly state the process governing board member communications about building-level issues. Clarify the superintendent’s role and that of the building administration and staff.

Principle 3: Actively work to build trust and mutual respect.

Strategies:

·       Develop a vision/mission statement for the district. Express and clarify core beliefs and develop an ethical behavior statement for the board, superintendent and administrators.

·       Respect the opinions of others, even if they differ from your own. Express disagreement openly and rationally, and agree to disagree when consensus cannot be reached.

·       Identify activities that build trust in a relationship and apply them to board/administrator work.

·       Recognize each other’s successes. Help each other succeed.

·       Remain focused on issues—not personalities—when discussions become heated.

Principle 4: Evaluate the whole team.

Strategies:

·       Conduct superintendent, board and district evaluations using district goals as the core ingredient of each evaluation.

·       Make sure a meaningful process is clear to everyone involved in the evaluation.

·       Identify indicators to be used to assess goals or evaluation criteria.

Principle 5: Actively work on improved decision making.

Strategies:

·       Recognize board members’ expertise in different areas and ask for advice when making decisions.

·       Provide information in a timely manner. Board members should communicate to the superintendent prior to meeting when more information is needed.

·       Seek the advice of legal counsel when necessary. Determine who can seek advice of the district’s legal counsel for the board.

·       Propose more than one solution to a complex problem. Allow for discussion.

·       Support the final decision of the board.

Implications of Change

As we travel around the state working with school leaders doing “Balanced Leadership Training” we spend several days discussing the implication of “change”  McREL’s research indicates that how we manage the change transition will impact the success or the change process.  They consider the change as “first or second order”.  One of the keys to understand change is to understand that it is not the change itself but how the change is perceived by the stakeholders that are dealing with change.

As we are in the height of flu season often we recognize  the symptoms that come along with the flu and we respond accordingly to get ourselves through the flu as quickly as possible.  High impact leaders must understand the symptoms of change, and more importantly understand the type of change they are working through, in order to lead the organization effectively through the successful implementation of that change.  Heifetz and Linsky discuss in their work the difference between adaptive and technical challenges associated with change.  Adaptive challenges require changing people’s values, beliefs, and habits.  Technical challenges can be solved through the knowledge of experts and those in a position of authority.  In Kansas we are currently working through several adaptive challenges, i.e. changes in the evaluation process, implementing college and career readiness standards, development and implementation of a QPA system based on the five R’s, rigor, relevance, relationships, responsive culture, and results.  Leaders must understand that each of these is a highly adaptive challenge, because they they impact educators, beliefs, values, and habits.  So what are the “symptoms” of adaptive challenges that leaders must recognize?  William Bridges work surrounding transitions during the change process, can give leaders key insights into the “symptoms” of change.

William Bridges in his work referred to “transitions” as the critical element to successful change initiatives.  He focused on three components.  “Ending, Neutral Zone, and New Beginnings”  Each step in the process plays an important role in adopting the change.  First we must understand the “ending” of the old ways we have always used to accomplish the task.  Remember, endings lead to denial, shock, anger, and frustration.  As we all know, it can be difficult to change.  The second phase, the neutral zone will be a time of chaos and high anxiety but it can also lead to a very creative problem solving.  Solutions are desired and a crisis may inspire great leadership and teamwork if the transition is managed correctly.  The final component is referred to as new beginnings.  It is characterized  by hope, enthusiasm and success.  As leaders we have to be intentional in how we manage these transitions with people living through the change.  Bridges calls this intentional management the “Four P’s of New Beginnings:” Purpose-explain the purpose behind the change, Picture-show the picture of what it will and can look like once the change has been successfully implemented, Plan-lay out a detailed, step-by-step plan, and Part-give everyone a part or role to play in the new beginnings.

As educational leaders we need to ask ourselves if we are leading change or suffering from change.  Lets make sure we are providing the leadership required to ensure success as we deal with changes that impact student learning in our schools and communities.

New Board Member Elections

The election is just around the corner.   The candidate’s campaigns are in full swing.   The election is critical but the preparation and hard work required to make the new board members part of the team is job one.  High functioning teams understand it is as much about building and maintaining relationships as it is about skills.  New candidates will bring skills to the board but as leaders we must take the time to build the “relationships” that ensure success.

Communication and trust are two important ingredients in to any quality organization.  Experienced board members can provide the important connection for new board members by serving as mentors.  The following excerpt may help you prepare for the transition of new board members.   It can be shared by the president and superintendent to enlist the support of your returning members.

…………..

The goal of mentoring programs is to orient a new Board member to the Board and District and to help him or her be comfortable, develop self-confidence, and become an effective leader.  Follow these guidelines to maximize your mentoring effectiveness.

1.     Be a good mentor by sharing your knowledge and experiences with others.  Take a personal interest in helping other succeed.

2.     Try to develop an informal, collegial relationship with the new Board member- explain that you are there to help.  Listen respectfully to all concerns and answer quests honestly.

3.     During your first contact with the new Board member, introduce your self and explain that you will serve as his or her mentor and are looking forward to sharing information about the Board and District.  If possible meet with the individual to become acquainted.  Be available as needed to provide assistance, advice, and support.  The Superintendent’s office will provide current policies and other pertinent data to enhance knowledge and awareness.

4.     Be prepared to introduce the new Board members at events until he or she becomes a familiar face.

5.     Be available and maintain a helpful attitude.  Your assistance will allow the new Board members to become an effective member of the Board and ensure future leadership for the District.

Being a mentor can bring rewards to you, the new Board member, and the District.  Thank you for your assistance and commitment.

KASB will be hosting New Board Member Workshops around the state in April.  It would be great to see the new members accompanied by their mentors as they being the journey.