Theory and Practice

Risk and Reward

“The heaviness of being successful was replaced by the lightness of being a beginner again.” – Steve Jobs, in his 2005 Stanford University graduation speech, about being fired from Apple

My wife and daughter ride a zip line across my physical education teacher’s pond.

High-achieving teacher sues state over evaluation labeling her “ineffective” by Valerie Strauss (Washington Post, October 31, 2014)

A New York City educator with an impeccable teaching record was recently given a low rating by the state’s evaluation system. The reason for the discrepancy appears to be the use of value-added measures, or VAM. They compare this year’s standardized assessment results with past year’s students, as well as other grade level learners. The article notes that this method of evaluation is less than reliable, a position supported no less than by the test developers themselves. In the past, other quality educators have received low ratings with VAM. The difference here is both her prinicipal and superintendent wrote letters in support of this teacher and questioned the validity of the results. The outcome of this lawsuit may have a large effect on other states also using similar evaluation models.

Take Notes From the Pros by Laura Pappano (New York Times, October 31, 2014)

One of the latest industries popping up in the higher education setting is the selling of lecture notes. Students have leveraged technology to distribute their work for a small fee, usually around $10. While having detailed notes have been correlated with increased achievement, current research is showing that the professor is still the best source for this information. In a study conducted by Dr. Kenneth Kiewra, a professor at the University of Nebraska, he found that “groups that reviewed instructor notes performed best.” If the professor isn’t sharing his or her lecture notes, a recommended strategy is to paraphrase what is being said, instead of writing it down verbatim. This method of summarization promotes deep thinking, which helps retention. The article reminded me of a short video about visual note taking shared by Crista Anderson (@cristama):

Charter School Boasts Big Pay and Big Results by Leslie Brody (Wall Street Journal, October 24, 2014)

The title for this article immediately caught my attention. A charter school in New York City has observed marked improvement in their students’ tests scores, primarily in mathematics but across the board in all core academics. The set up is nothing if not interesting: few administrators, teachers getting paid over $125,000, and daylong auditions for teaching candidates looking to land a job in this school. The faculty also participates in peer observations weekly to get feedback on their performance. So what’s the catch? There are larger class sizes to allow for more professional development time. Also, the staff is expected to work longer hours, which most teachers already do. I think the biggest red flag for me was the fact that this school has a 47% attrition rate. After reading this article, I felt there were too many variables to determine what really led to improved student achievement.

Dynamic Versus Static Dictionary With and Without Printed Focal Words in E-Book Reading as Facilitator for Word Learning by Ofra Korat et al (Reading Research Quarterly, Fall 2014)

In this study, researchers analyzed the impact that eBooks with visuals and built-in word supports might have on students’ understanding of key vocabulary. What they found was students benefited the most from words that were noted and attached to dynamic (animated) visuals. The researchers, from Israel, provided necessary background knowledge in the published study about cognitive load. Readers struggle to comprehend the text if there are too many pieces of information to attend to. The results shared here are worth disseminating to classroom teachers, as they consider apps and eReaders for the classroom. Does the technology get in the way of the learning, or does it augment the experience?

Designating the MVP: Facilitating Classroom Discussions About Texts by Carolyn Strom (The Reading Teacher, October 2014)

This article was selected for a close reading with my entire staff during a recent professional development day. It describes a protocol that teachers can use with students to find the main points (M), visualize (V), or find a phrase that stays (P). The acronym “MVP” provides a nice association for students who are familiar with its more common usage in the sports world. After our day of learning, multiple teachers let me know that they found the strategy described in this article to be very applicable to their areas, whether primary, intermediate, or as a specialist.

In summary…

When my wife and daughter decided to ride the zip line across my physical education teacher’s pond, there was some decision-making that occurred before they hopped on the rope. For example, would the thrill of the experience outweigh the possibility of falling in the water? Obviously, they said yes. But their was safety in this risk. The water was determined to be fairly clean. People were on both sides of the pond, ready to jump in should trouble arise. Safety precautions were reviewed beforehand. The environment created for this experience made it that much more likely that my wife and daughter would participate and be successful.

My purpose in telling this story is to explain the conundrum education currently faces with these new teacher evaluation systems. Yes, every student should have access to a great education, every year. Systems should be in place to help ensure quality. But is assessing a teacher’s effectiveness by using test scores and value-added measures the best way to do this? I say no. Beyond the fact that the results are unreliable, when we publically rate teachers, we create a climate of competitiveness instead of a culture of collaboration. Will professors, and K-12 educators in general, be open to sharing their coursework with students and the world? Will teachers be willing to apply the MVP stategy in their classrooms, knowing that their initial efforts may not pan out as expected? Will teachers experiment with different reading experiences on tablets and eReaders, and risk the time and possible loss in instruction inherent with action research?

We should not stifle creativity in the name of accountability. Our efforts to control the outcomes with education can often detract from the very same results we look to improve. At the same time, creativity and accountability do not have to be mutually exclusive. Steve Jobs did not get fired from Apple because of his lack of knowledge, or an inability to create a great product. His initial failings had more to do with his lack of trust he had in his colleagues. When he came back to Apple, he was more inclusive in acknowledging others’ ideas and gave top performers some latitude and leadership roles. Not that he wasn’t still obsessive about the products produced. He just learned to hire great people and allow them to reach their own potential.

How can we create learning environments where risk is rewarded? That is the essence of research. Disappointing results can be just as helpful as a study that leads to success. But when our students’ test results are tied to our evaluations and even our pay, little innovation is possible. The outcome will be instruction that lacks the essential elements necessary for learning to occur – time, trust, relationships, and connectedness. With that, one of my most important roles as a school leader is to create a learning environment with soft landings, lots of supportive people, and permission to innovate. Only then are the rewards attainable.

Advertisements

7 thoughts on “Risk and Reward”

  1. Reblogged this on Reading By Example and commented:

    In this week’s summary, I highlights two types of articles: Those describing best practice, and others reporting on the state of education with regard to teacher evaluation. We want our teachers to grow as professionals, yet at the same time we expect them to ensure that every student reaches proficiency in the core areas of instruction. Are these two areas of focus mutually exclusive? I conclude that strong school leadership is essential if we want to see both come to fruition.

  2. Thanks Matt for finding and sharing these articles. I appreciate your summaries and links to the original articles, some of which I am unable t read unless I subscribe, so your summaries are useful there. I’m impressed by the variety of sources you have used and appreciate the time taken to do so. I would miss them if not for your articles, and they certainly contain much food for thought.
    I like the quote by Steve Jobs you have used to headline the articles. The mixed emotions at beginning any task can be very powerful. How they are responded to influences the way we view new beginnings.
    It was good to see the video of visual note taking. I have seen something similar before. I wish I had learnt how to do this. Linear notes were all I knew and still do.
    I love the story you used about your wife and child. It illustrates your point/s very well. The way you describe yourself the last couple of statements is marvelous. How wonderful to be lead, and valued, in the way you describe.

  3. Great post! I loved the visual note taking video. I also really want to read that RRQ article. Of course, I just realized that I forgot to add it to my IRA subscriptions when they auto-renewed. I’ll have to fix that.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s