Structure Your Collaboration

So you’ve decided collaboration is your priority this year. You’ve set out the time, you have talked about the research on teacher sharing, you are ready to get the teachers in your school working together. Teachers are keen and motivated. And what happens? Not very much.

Has this ever happened to you?

I have lived this experience and hear stories from other schools that are similar to this all the time. Despite our best intentions and despite having great staff, the result of collaboration time is not what we expect. The time we have put aside is not leading to the progress we expect.

So what might you do?

I would argue from experience that what is needed is a plan for the collaboration, a framework that informs the people who are coming together what to talk about and how to do it. Some people might even call this an organizational structure.

I am not alone in thinking that we need to give people more support in how they collaborate. Better minds that I have directed their efforts to this question and come up with solutions that make collaborative time more effective. Educators that I respect and follow such as Simon Breakspear, Dylan William, and Cale Birk have worked on this subject.

In my experience, the tool that has been the most effective for maximizing the impact of teacher collaboration time has been Learning Sprints. The time we have to meet and work collaboratively is precious, using Learning Sprints has helped us to ensure that our time is focused and leads to impact.

This is not some crazy native advertising. I don’t work for Agile Schools. I just find that this works. When we put this in place, we made more progress for our students.

So what is it? It is a structure that we use to tell us:

  • when to meet
  • what to work on
  • how we will know if we were sucessful
  • how we will share what we learned

In addition to defining how and what we work on, it also allows us to change our focus to what is important.  A Learning Sprint is a short cycle that allows different concerns to be addresses, or at least different aspects of the same issue to be worked on.

I have had the opportunity in last few weeks to speak with educational leaders across 3 continents and I found it interesting that most of them had a sense of the pedagogical issues they needed to address, but they were all struggling with how to ensure the changes were made. They knew that their students needed support with: reading, emotional regulation, numeracy, writing, etc. What they needed was a structure to allow them to work on these issues with their teachers that would cause learning.

When builders go into a construction project, they not only have a blueprint, they are also have structures that let them meet to ensure safety and that the different trades have what they need. They same should go for our work at a school. Build in the structure of the meetings so that all are focused on the goal and everyone has what they need to improve the learning in their class.

Are you thinking about making time for teacher collaboration? Great work, it can be a positive addition to the professional learning at your school. If you already have this time set aside and are looking to get more, try using this organizational structure that will increase your efficacy.

Check out the Agile Schools website for much more that a way to structure your collaboration time. Investigate the protocols that are offered for even more ways to pinpoint your target focus, investigate how to make progress, come together on a strategy and build assessments.

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Find A Spark

Reflecting back on the best improvements that I have made as a teacher and as a leader, they usually come from a moment of inspiration. That moment might be a great conversation, a conference or workshop, reading a book or article, or even seeing another teacher in action. In other words, improvement needs a spark.

We sometimes get lucky and our spark finds us, but most of the time we need to find a spark. We need to have the conversations, get the books or articles, connect with the colleagues who inspire us, register for the conferences. If we continually wait for a spark to come to us, we are being inefficient with our time and ability.

Every teacher has lived moments of doubt and low motivation. It seems the days drag on with no change and no inspiration. Want to change that? Get inspired. Break out of your rut find something new. Find a spark.

There are so many excuses not to find our motivation. No money for professional learning. No other colleagues who are interested in what I am into. No time to try something new. The weather is bad. My students are difficult this year. The list goes on. Here is the thing, the excuses don’t go away.

Put yourself in a position to be able to be inspired. Put yourself out there. If you are struggling with something, find ways to make your path easier. If you are uninspired, connect with inspiring people. It is easier today to get inspiration than ever before. Find great educators and leaders on the internet or social media. This is one way that these tools are making our life better.

Finding the spark that gets you moving in the right direction, that gets you on the path to improvement, that makes you put in place habits that will encourage your continued improvement is what you need. Go find it.

We both know that our professional lives and personal lives are linked. Maybe this spark is what you need to a better person, to feel better about yourself, to feel empowered. When we are successful at work, we feel good about ourselves.

Get out there. Find a spark. Get better.

Some places that I look for motivation:

Conferences:
uLead – Council of School Leaders, ATA
Agile Schools Summits/Workshops

Books:
The War of Art by Steven Pressfield
Discipline Equals Freedom – Field Manual by Jocko Willink
The Daily Stoic by Ryan Holiday
Visible Learning by John Hattie

PodCasts:
The Tim Ferriss Show
Jocko Podcast
Hidden Brain
Master of Scale

Show Them Some Love

It is Spring Break in my part of the world, which means teachers and students have some time to reconnect and relax. My wife and I have even had a little time to get away and enjoy the beautiful Alberta Rocky Mountains.

Maligne Canyon - Jasper National Park

While on our getaway, she shared a story of working with some clients that needed some extra help. People who were having a difficult time and were struggling to ensure their family was safe. She needed to evaluate how she might best help and in the end she was able to assist them. Afterwards, the clients expressed how thankful they were and how they felt cared for.

What her story reminded me of was that people need kindness, care and love. Her clients were grateful for the help, but they also needed a caring relationship.

I believe this to be a universal truth. I believe that we are all looking for some kindness, caring and compassion. I believe we are looking for a little love.

Love

I say this because it is my belief that at the core of teaching are the relationships that we develop with our students and community. Teaching and learning is about relationships. The progress we make is increased when our students feel cared for and loved. All great teachers and school leaders know this and constantly work to develop the relationships that they have with the people they serve.

We can espouse the virtues of self-reported grades as one of Hattie’s top strategies until we are blue in the face (and trust me I do… I am a huge Hattie fan), but the reality is that if a student doesn’t trust you they won’t give you their true vision of their capacity. In fact, when looking at a list of the most effective teaching strategies almost all are much more powerful when a strong relationship exists.

This idea also reinforces a truth that has been circulating among educators some time. The idea that we serve people and that people should drive our decisions. This idea relies on data and information, but always circles back to the individuals that we serve.

Have you ever been in a meeting of teachers and someone pulls out the Visible Learning strategy list and says something like “Alright, let’s start at the top and work our way down”? This would be the opposite of human driven decision making. By blindly starting at the top of the list we forget that the students we serve have individual needs and priorities. We need to let both the data and the people guide us.

Notice how I did not say, “forget all the data stuff and just be kind to the students”. There is a bit of a Maslow’s hierarchy going on here with interplay between the levels. At the base is the love we show and the relationship that we develop with students. If we stay at this level, learning will not be effective. We need to ensure that we are leveraging the relationship and the knowledge we have of our students to move them forward in their learning by using effective teaching practice and refining our strategies all the time.

We need to be effective teachers, but this is done more easily when we show our students a little love.

Show 'em some love

Using Learning Sprints to Maintain Intellectual Humility

We can trick ourselves into thinking we are smarter that we are. Not only that, we can trick ourselves into thinking that we have “the answer” to problems. The fact that we can trick ourselves becomes very clear in those moments when things do not go as planned or new information is presented.

A good definition of intellectual humility is “how tightly (or not) you cling to your own opinions”(Drake Baer). New research is showing (article and summary) that people who are humble are better at making decisions. Does this mean that those that are not humble are doomed? Most of us know that we need to keep intellectual humility, but how do we go about maintaining it?

A process that I have found effective in guarding myself against my own ego is to engage in Learning Sprints. Now originally, the reason I started in sprints was to better organize professional development and collaboration at our school. I was looking for ways to better improve learning for students by getting teacher to learn together. It turned out that there were side benefits to this way of organizing our learning.

The core part of the Learning Sprints process that helps to keep us humble is that we are constantly experimenting and evaluating our actions. We are asking ourselves over and over it we did something to improve learning and what the evidence is that shows it. If we get our evaluation correctly, it will tell us without bias whether we are right to continue with the intervention we have chosen. Built into the system is the process to keep us humble.

Image result for agile schools

One might be tempted to think that a group of experienced educators would be able to choose interventions that work every time. You would be wrong. We regularly make mistakes and our evaluation loop lets us know. The process is constructed to keep us humble.

At times we need to blow the whole sprint up, but usually we try a smaller change or focus to see if that nets better results. We set up the evaluation process again and start anew. The data and our students will tell us whether we are getting it right.

The process can be improved to ensure even better intellectual humility. By sharing and having conversations with others we gain new perspective that keep us honest and humble. The sharing of a Learning Sprint becomes important, as it is when shared that these questions will get posed. Another way to keep us humble and doing what is best for the progress of the learning of our students.

Guard yourself against being the know-it-all by using processes, such as a Learning Sprint, that keeps you honest and humble.

“Know Thy Impact” -John Hattie

Know thy impact

John Hattie’s meta-analysis of educational research was groundbreaking back in 2009. As with any enduring work, I find myself going back to the study and learning new things. Now to be truthful, I am usually going to the updated versions of the meta-analysis with the Visible Learning organization compiles yearly. The list has slightly changed over the years, but the principles remain the same.

Lately I have been focused on the piece about knowing the impact that new interventions and strategies have on learning. One way I have interpreted this is to build in evaluations to new programs to understand whether they are having positive impact on student learning. If we are targeting a year’s worth of growth for all students, we need to know whether what we are doing is moving our students forward in their learning.

Like many teachers, I have often been hooked on the good feeling of doing something new and fun. I would start a new initiative that the kids enjoyed and think that learning was taking place. Often times good learning was going on and this new thing was an improvement, but there were other times when it was not an improvement. The problem is that I only found out whether learning has taken place much after the concept was taught.

What I have learned is that to ensure that new ways of teaching are having an impact with the individual group of students that we are working with, we need to build in evaluations to our changes. We need to measure whether we are causing better learning for the students that we serve.

The fact that we work with individuals who are unique is important here. The Visible Learning list of strategies is not a “plug and play” resource. Different strategies will work better with different students. We need to know our community and build relationships with our students, only then will be able to select the best strategies to move our students forward.

The structure that we have been using in order to remind us to evaluate the impact of our interventions has been the Learning Sprint. Having a structure allows us to move through different phases of new initiative without missing important pieces. I have found having a plan and a template to be extremely effective in organizing the professional learning in our school.

All of this evaluation takes place inside of the collective understanding of what a year’s worth of growth is. This is another piece of the Visible Learning study that I have come back to over and over. All teachers need to have an understanding of what progress looks like.

I have encountered many situations where a teacher struggles with knowing what a year’s worth of growth is for a student that is below their grade level. For instance, a grade 5 teacher is working with a student who is 2 years below grade level, but they don’t have a great understanding of the progression for grade 3 students.

This is where working with our colleagues and the psychological trust at a school become an advantage. The information is shared to be able to come to an understanding of what progress we should target. We can also share the strategies that may work well for students who are working at that level.

The concept of having a conception of a year’s worth of growth has remained incredibly important in my practice. In our school, we have students with a range of abilities in each class. In order to have each student achieve a year’s worth of growth, we need to know what progress looks like.

Our school’s conception of a year’s worth of growth is something we are working on and will continue to improve over the years. It must constantly be revisited in order to maintain understanding. As new staff arrive and leave, we are continually updating and refining our vision.

I encourage you to pick up Visible Learning again and to review the updated versions. I also encourage you to “Know Thy Impact”.

Better Together

There seems to be a strong pull on teachers to think that they are lone wolves. It seems to me that we have an archaic idea that we need to go it alone, forge our own path. Teachers won’t say it, but I have seen many act as though asking for help is a sign of weakness.

Perhaps this is left over from the one-room schoolhouse days. Maybe this is simply how the educational culture has evolved in some schools.

I know that I have personally been pulled into this trap at different parts of my career. It was a mix of not wanting to bother others and what I thought would be expedient. I thought it would just be easier and faster to do things myself.

In my experience, it is almost always better to work together. This applies equally to solving problems as it does to general everyday instruction. In the words of one of my favourite artists, Jack Johnson, it is Better Together.

I know it is not always easier, but it is my experience that it is almost always better. More ideas, more support, better end result, less work.

Of course, the hard part can be navigating the personal relationships that are involved. This can be difficult, but the results are worth it.

Happily, this trend is slowly changing. With more possibilities of connecting digitally, more research coming out on the benefits of working together in collaboration, with new ways to organize professional development, we are working together more.

The next time you are thinking of forging ahead by yourself, take a minute. Remember that we are Better Together.

Review, Reset & Share

St. John’s Bridge, Portland, OR Photo Credit: Corey Haley

If a group of teachers make great progress and don’t share with others, does anyone notice? Without sharing the learning that takes place in a Sprint the impact is limited. When we share the lessons we learn from our progress, both the teachers involved and the whole school benefits. With that in mind, at the end of a Learning Sprint I propose we Review, Reset and Share.

As we have been progressing in our Sprints and moving to wider school adoption, one aspect that we are looking to improve is sharing the lessons we have learned from the Sprints we put in place. I have found that the teachers involved are gaining great insights into ways to improve student performance, but that often the lessons are not shared with the other staff. We simply did not think about the structures we needed to put in place to share the work with the whole school.

Without sharing what we have learned the impact of the Learning Sprint is lower than it could be. Schools share students and often face similar issues and barriers to achievement. When learning in shared, teachers do not need to be involved in the formal Sprint to benefit from the findings. They can simply put in place the good practices that have been tested and evaluated by others.

Luckily, there are people who have faced this issue and come up with innovative solutions. Having a space where people can post about their Learning Sprints seems to be a great way to make sure that learning is not limited to one Sprint Group. Kristie O’Neill (@ONeillKristie), an instructional leader from South West Sydney in Australia, has shared some great ways to share learning in a school. I am going to try setting up some of the Sprint Walls that she has created.

Sharing the learning visually and making the learning of others visible not only shares great ideas, but I think will also encourage dialogue between teachers about what is happening in their classes. It will ensure that our priorities are clear: working to get better everyday, our students making academic progress, ensuring well-researched strategies are used, making the world open up for our students.

In short, at the end of a Learning Sprint, we are going to add share to the Review & Reset.