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Volume 15, Number 20 The Source
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Lawmakers Announce Preliminary Agreement on ESEA Rewrite!
It's official: Sen. Lamar Alexander, R-Tenn., Sen. Patty Murray, D-Wash., Reps. John Kline, R-Minn., and Bobby Scott, D-Va., on Friday announced that they have a framework for moving forward on a long-stalled rewrite of the Elementary and Secondary Education Act.
The next step: a conference committee, which could kick off in coming days. The goal is to pass a bill to revise the ESEA-the current version of which is the No Child Left Behind Act-for the first time in 15 years, by the end of 2015.
Here is their statement:
"We believe we have a path forward that can lead to a successful conference, and that is why we are recommending to our leadership to appoint conferees to take the next step in replacing No Child Left Behind. This is a law that everyone wants fixed, and teachers, parents, and students are counting on us to succeed. Our efforts to improve K-12 education will continue to reflect regular order, providing conference members an opportunity to share their views and offer their ideas. Because of the framework we've developed, we are optimistic that the members of the conference committee can reach agreement on a final bill that Congress will approve and the president will sign."
Read this entire article in EDWeek: http://blogs.edweek.org/edweek/campaign-k-12/2015/11/lawmakers_announce_path_forwar.html
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Iowa's ASCD Emerging Leader Tricia Kurtt Shares "To Differentiate or Not to Differentiate"
It doesn't take much more than a quick Google search of the word differentiation
to have countless books, articles, blogs, and websites at your fingertips. If you are like me, you can't get enough! As educators, we love new ideas, new strategies, and new tips on how to improve our craft. We constantly strive to be more effective, more efficient, and more in tune with our students' needs. It is true that adopting the philosophy of differentiation has the potential to make you more effective and efficient in meeting the needs of your individual students. However, trying to differentiate without the use of pre-assessments and formative assessments might leave you questioning the power of differentiation.
When Should I Differentiate?
Sometimes when we decide to try something new in our classroom we tell ourselves, "I am going to incorporate this new strategy twice every week!" Or maybe we are told by our building leader, "You need to use this strategy five times this semester!" When considering statements like these, it is important keep in mind that differentiation is not a single strategy. It is a philosophy of teaching where the goal is to be aware and responsive to the  needs of each learner. There are many instructional strategies that support differentiation, but sometimes it is hard to know where or when to start. When should you differentiate in your classroom? The simple answer is this: differentiate when your students need differentiation. When students in your room need different learning experiences in order to reach the intended learning outcome, you need to provide different paths to those outcomes. When students in your room have differing levels of prior knowledge and are ready for different levels of rigor, you need to provide different layers to those outcomes. Our goal should not be to differentiate a certain number of times per week. Our goal should be to achieve high levels of learning for all students. This goal can be reached by knowing where our students are in relation to where they need to be (the learning outcome) and then providing what is needed to get each and every student to each and every learning outcome. How Do I Know Where My Students Are? Read the remainder of the blog at http://inservice.ascd.org/to-differentiate-or-not-to-differentiate/. |
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February 11 - Advocating for Impact!
Workshop: February 11, 2016 (8:00 A.M. - 4:00 P.M.)
Register today for a special workshop just for you - Advocating on the Hill with Your Stories! The first 50 registrants for this professional opportunity on February 11 will learn how to leverage change with legislators. ASCD Legislative Committee Member/Iowa ASCD Director Dr. Susan Pecinovsky and Dr. Elaine Smith-Bright will lead this authentic learning opportunity.
Registration is $50 for members of Iowa ASCD and $90 for  non-members. Upon registration you will receive access to tools for advocacy and influence, including talking points for major issues (e.g., competency-based instruction, teacher leadership, readers by third grade, kindergarten readiness, instructional time,teacher and principal evaluation, professional learning), sample letter and telephone script for contacting your legislators, and a rubric to evaluate your skills in advocacy. Iowa ASCD will also provide you with contact information about your legislators so that you may schedule visits "on the hill" as part of this opportunity.
Bring a parent/community member (he/she attends free!) and you will receive a $100 certificate to any Iowa ASCD conference. Be sure to let us know in advance to assure resources, food, and coupon.
A block of rooms has been reserved for February 10th at the Embassy Suites Hotel Des Moines Downtown - 101 E Locust St, Des Moines, IA 50309 (Phone: 515.244.1700). Be sure to ask for the Iowa ASCD block of rooms.
Agenda:
February 11, 2016, 8:00 A.M. - 12:30 P.M.
Location: Embassy Suites Hotel - Downtown Des Moines, 101 East Locust Street, Des Moines, IA
- Continental breakfast and working lunch provided
- Legislative Update - Dr. Wise, Director of Iowa Department of Education
- Funding Update - Margaret Buckton, Financial and Educational Matters on the Hill
- Professional Learning with Drs. Pecinovsky and Smith-Bright
February 11, 2016, 1:00 - 4:00 P.M.
Visits "on the Hill" (Capitol - East 12th and Grand)
- Planned visits "on the hill" with Democratic and Republican Caucuses of the House Education Committee
- Meet with YOUR Legislator(s)
- Informal (and optional) meeting at the Capitol to debrief visits with legislators and share possible next steps for Iowa ASCD members around advocacy and influence
Register NOW! - Contact Bridget Arrasmith with name(s) of registrant(s), district and mailing address, e-mail address(es), phone number as well as check or purchase order. She may be reached at the following address:
- Iowa ASCD, Drake University, School of Education, Room 123, 3206 University Avenue, Des Moines, IA 50311
- Phone: 515.271.1872
- FAX: 515.271.2233
- E-mail: Bridget.Arrasmith@drake.edu
You may register online as well with a credit card at the following URL on the Iowa ASCD website:
Register Now! Limited Space!
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A Few Tools and Resources You Might Want to Explore
- Padlet: Are you looking for an online tool that is free and easy to use for brainstorming with a team. Padlet is an internet application that allows people to express their
 thoughts on a common topic easily. It works like an online sheet of paper where people can put any content (e.g., images, videos, documents, texts) anywhere on the page, together with anyone, from any device. Think of it like a multimedia friendly, free-form, real-time wiki. - Formative Assessments: Whether you're a formative assessment newbie or a veteran, these techniques can help spice up how you check for understanding in the classroom. They range from the classics, like exit slips, to ideas you may have never thought to try.
- Penny for Your Thoughts: Give each person on your team/project two pennies. Ask them to share their "two cents
 worth" regarding a specific question you have asked or where you are on a project. They may not give their second thought until everyone has spent their first penny. - Six Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved. A powerful tool set, which once learned can be applied immediately! You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.
- The White Hat calls for information known or needed. "The facts, just the facts."
- The Yellow Hat symbolizes brightness and optimism. Under this hat you explore the positives and probe for value and benefit.
- The Black Hat is judgment - the devil's advocate or why something may not work. Spot the difficulties and dangers; where things might go wrong. Probably the most powerful and useful of the Hats but a problem if overused.
- The Red Hat signifies feelings, hunches and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.
- The Green Hat focuses on creativity; the possibilities, alternatives, and new ideas. It's an opportunity to express new concepts and new perceptions.
- The Blue Hat is used to manage the thinking process. It's the control mechanism that ensures the Six Thinking Hats� guidelines are observed.
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- Looking how to "balance" your work and life. Stop now and check out "Rethinking Work-Life Balance" by Andy Clark, the wellness lawyer. Whenever he says "lawyer," think your role instead. Fun to watch and much to think about!
- "Multipliers" are leaders who look beyond their own genius and focus on extracting and extending the genius of others; they get more from their people. They 1) attract and optimize talent, 2) create intensity that requires best thinking, 3)
 extend challenges, 4) build community decisions, and 5) instill ownership and accountability. "Diminishers" are costly - they may get the job done, but they come at a very high cost because they waste talent and intellect. Diminishers 1) hoard resources and underutilize talent, 2) create a tense environment that suppresses people's thinking and capability, 3) give directives that showcase how much they know, 4) make centralized, abrupt decisions that confuse the organization, and 5) drive results through their personal involvement. Want to know more so you can definitely be a "multiplier"? Read The Multiplier Effect: Tapping the Genius inside Our Schools. - Check out Carol Dweck's website on the growth mindset. People with a growth mindset see their qualities as things that can be developed through their dedication and effort. Sure they're happy if they're brainy or talented, but that's just the starting point. They understand that no one has ever accomplished great things - not Mozart, Darwin, or Michael Jordan - without years of passionate practice and learning. You can even test your mindset!
- The mission of Teachers21 is to develop leadership and
 learning cultures where all educators embrace constant learning and the adaptations required for continuous improvement. There is a great blog that identifies what school systems can learn from Singapore as well as principal moves for supporting teacher leadership.
- Use the Eisenhower Box to stop wasting time and be more productive. Check out http://www
 .entrepreneur.com/article/233054.
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Curriculum Leads: Prepare for Work in December
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Administrative Team Meetings
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Prepare for and participate in administrative team meetings
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Board Meeting(s)
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Assure board reports are to the superintendent/designee by ____ of each month.
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Budgets
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Review and update budget(s); share updates as appropriate
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Career and Technical Education - Vocational Education (CTE)
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Remind vocational teachers to submit Carl Perkins request for reimbursement.
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English as Second Language (ESL) - English Learners
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This area is undergoing significant changes. Plan to meet with the person in your district responsible for EL services and/or Dr. Lawrence (jobi.lawrence@iowa.gov) to learn about changes and district/building/program responsibilities.
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Evaluations
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Continue evaluations of any assigned staff members
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Iowa ASCD 
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- Consider running for member-at-large director on Iowa ASCD board
- Read The Source for latest news and tips for instructional leadership
- Review of function: Relationship Building
- Follow Iowa ASCD on Twitter
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Mentoring
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Arrange for payment of mentoring stipends in January, if appropriate for your district. Your district Teacher Leadership program may have this included.
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Newsletter(s)
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Submit article(s) by _____ of month for January district newsletter. Items might include the following:
- Share data from district APR and CSIP as well as describe professional development initiatives and other events in the district.
- Share article on Iowa Assessments and their importance to the students and the district.
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Professional Development
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Coordinate/Participate in professional development activities
- Assure facilitation of professional development
- Publish agendas of professional development activities
- Aggregate/Disaggregate/Share evaluations of professional development
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Walk-throughs
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Get into classrooms at least once a week through conducting walk-throughs. Share aggregated data as appropriate for your district and/or building level improvement plans.
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30 Books Available to You 24/7 - Review of Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom - A Book Every Instructional Coach Should Read and Use
A special thank you to Iowa ASCD Member Sandy Merritt, who has reviewed one of the books available to you 24/7.
Never Underestimate Your Teachers:
by Robyn R. Jackson
In her book, Never Underestimate Your Teachers, Jackson states that any teacher can become a master teacher and then describes how this can happen. She goes on to state that we, as educators, believe that every child can learn and grow. Shouldn't we also believe that  every teacher has the same capability? We categorize teachers as masters of their field (and there are only a few of them), good, and those who need to leave the profession. The author poses the question "Why shouldn't masterful teaching be common place?"
A master teacher is described as "one who helps every student in the classroom meet or exceed the standards. The master teacher's approach to teaching is seamless. Master teachers seem to instinctively know what to do to help each child learn. They have a large repertoire of skills, and they know when and how to deploy these skills to best help their students." Hanushek, 2004 stated that master teachers consistently get at least a year's worth of growth every year, sometimes up to twice as much progress as the average teacher. "Having a master teacher can make up for disadvantages such as family background and poor early educational experiences. In fact, a student who has a master teacher five years in a row prior to 7th grade can overcome the average mathematics achievement gap that exists between lower- and higher-income students."
The author believes that masterful teaching should be an achievable goal for every teacher and every school leader. She states that we underestimate teachers; that we must reject the belief that masterful teaching is only for the select few. She believes that masterful teaching is a set of skills and attitudes that can be learned and taught. In her book, The Instructional Leader's Guide to Strategic Conversations with Teachers, she states "Our biggest leadership challenge is not that we don't know what to do to increase student success; our biggest challenge is that we must get our teachers to do it.... Your school is only as good as your worst teacher. What's more, you are only as good as your ability to handle your worst teacher. Many books on leadership focus on rigorously examining data, developing a vision, and building a proper organizational infrastructure in order to make schools more effective. And they're right. These things are important, and they can be powerful. Yet if you do all that and cannot communicate your vision and your plans to the people who must carry them out, if you cannot inspire teachers to change, if you cannot monitor and give feedback in a way that will ensure that change happens, then you will never get the results you are seeking."
Jackson discusses a process for leading teachers to a mastery level  based on her 10 years of work as an instructional coach, principal, and consultant and shares real examples throughout the book. She describes good teaching as a combination of skill and will. Skill is the science of teaching; it involves a teacher's pedagogical and content knowledge. Highly skilled teachers start where the students are, have goals and expectations, support students in their journey toward mastery using quality strategies, adjust instruction based on feedback, have strong classroom management, and never work harder than their students.
Will has to do with a teacher's passion, drive to help all students be successful, and motivation to be the best he/she can be. Teachers with strong will have a positive attitude and mission to find ways to reach struggling students, are reflective, and use data to improve their instruction. They see teaching not as a job but as a vocation and understand that building strong relationships with their students is critical in helping students achieve to their highest levels. Will is not constant and must be nurtured.
Skill: The author goes on to describe four teacher profiles/types- high will/low skill, low will/low skill, high will/high skill, and low will/high skill. Each type has different needs and therefore needs a different approach to instructional leadership.
"High-will/low-skill teachers are often enthusiastic, idealistic, and willing to learn. They seek feedback and explore new strategies and ideas, but implementation is inconsistent and ineffective." Without the right kind of support, they can lose their enthusiasm and become low-will/low-skill teachers.
Low-will/low-skill teachers have for the most part, simply given up. They are discouraged, not invested and "retired on the job." They don't volunteer or contribute and are passive resisters to change. They tend to stay out of the way and do only what is absolutely necessary. They work hard at staying under the radar. They may be the most difficult to move toward mastery because both will and skill need to be addressed.
High-will/high-skill teachers are master teachers. They are highly motivated and committed to their students' success and have the knowledge and skills to make their students successful. They identify and implement appropriate strategies and consistently explore new ideas to improve their skills. Without the right kind of leadership and support though they can become bored, frustrated or cynical and over time get burned out.
Low-will/high-skill teachers have good skills but are disinterested. They have the skills to be effective teachers, but for a variety of reasons they simply do not do what is best for their students. They are unreceptive to feedback, resist trying new approaches, and can become saboteurs of the school and change. Many low-will/high-skill teachers started out as high-will/high-skill teachers and then experienced some disappointment or frustration. With the right kind of leadership they can return to the mastery level.
The author stresses that these types are very fluid. Teachers may move from one type to another throughout any given school year or over the course of multiple years, as they work with different teams and teach different courses/students. It is important that school leaders continually review their data and understand the four types so that they can best support their teacher's individual needs using a differentiated approach. In order to fully understand a teacher's skill, an evaluation process needs to focus on the teacher's mindset while gathering data from a variety of sources. The author categorizes teaching practice into 4 levels: novice, apprentice, practitioner, and master teacher. The levels are not determined by the number of years a teacher has been teaching or even by a score on an evaluation instrument. Instead, they are characterized by a mindset and approach to teaching.
As with any new learning, teachers can improve if given the right kind and amount of practice. They need lots of practice, some say 10,000 hours, to improve their skills. Practice must be differentiated, deliberate, and developmental and only focused on a couple of specific areas. Practice should be just outside their current abilities and attainable within a short time which means that helping a novice teacher should look different than with a master teacher. The focus should be in taking one step at a time rather than jumping immediately to the mastery level. The author suggests using professional development approaches that provide opportunities for evaluation, elaboration, observation, practice, feedback, coaching, collaboration, and reflection.
Will is what drives teachers to improve and persist with students. It helps teachers handle new initiatives, try new strategies, work on their skills, and contribute to the school climate. It is however harder to diagnose. "Teachers with high will work hard to grow professionally; they are more cooperative, engaged, and enthusiastic. Teachers with low will, however, become cynical and pessimistic; they resist change even when it is clearly what's best for students. They refuse to improve their craft even when offered the time and support to do so." Teachers with low will may actively or more passively oppose initiatives and requests. The leader must determine the underlying reasons for the low will. Just like skill, a teacher's will can change over time and circumstances. Not only is will harder to detect than skill, it is also more variable and more likely to fluctuate throughout the school year. Many teachers start the year with a great deal of energy and enthusiasm, but circumstances (inside or outside of school) can erode their will over time. Other teachers may start the year with low will but, encountering the right kind of support, can increase their will over the course of the year.
To help diagnose a teacher's will, first "listen to what teachers say and watch what they do.... Does the teacher complain about students and blame them for their lack of success, or does the teacher take responsibility and ownership of student success? Is the teacher cynical and pessimistic about teaching in general or optimistic, positive, and hopeful? Does the teacher criticize new initiatives or does the teacher offer suggestions for how to make it work? Does the teacher get defensive in the face of feedback, or does the teacher engage in reflective conversations?"
Then, watch what the teacher does. "Does the teacher's behavior reveal a commitment to students' mental, physical, and emotional welfare? Does the teacher seem willing to do whatever it takes to ensure that all students are successful? Does the teacher demonstrate high expectations for herself and her students? Is the teacher reflective about practice, and does she use feedback to improve her performance? Does the teacher actively participate in professional development and attempt to incorporate best practices in the classroom?"
We are all driven by the desire for four basic feelings: autonomy, mastery, purpose, and belonging. Each of us, however, has a primary will driver-and is the key to our motivation. This primary will driver must be met in order to stay motivated. For example, "teachers whose primary will driver is autonomy may be able to move forward with a new initiative even if they don't fully understand the purpose of what they are being asked to do; however, if their autonomy is threatened in some way-if they feel they are losing control over their own environment and destiny-they will shut down completely."
Autonomy is the need to feel that you have some control over your activities and outcomes. "Teachers in this category need to feel they have some choice on what they do and how they do it. The passive resistors can be difficult to diagnose. In this case, "pay attention to the "logical" reasons people present for not making the change. If they are asking for more data, their primary will driver is probably purpose, and they are looking for a justification for making the change. If they argue that there isn't enough time, their primary will driver may be autonomy, and they are concerned that the change may further limit their ability to plan their own days. If they suggest that you build the capacity of the team first, their primary driver may be mastery, and they are worried that they won't be able to implement the change effectively. If they want to get buy-in from everyone first before moving forward, their will driver may be belonging. Rather than trying to overcome their logical reasons for resistance by offering logical arguments of your own, listen to their reasons and look for the underlying need those reasons imply." Solutions to will problems cannot be based on learning new skills. They require trying to understand teachers' motivation for resisting change.
Jackson suggests announcing and explaining the new initiative at the beginning of the process. Then share with teachers how the initiative will be rolled out. Specify the role teachers are expected to play and what role you will play at each phase of the process. By delineating roles at the beginning of the process and sticking to them throughout the process, power dynamics can be eliminated. She suggests 4 stages in any change process: 1) explore and experiment (3-6 weeks); 2) set expectations (2-4 weeks); 3) evaluate (6-8 weeks); and 4) extend and grow (ongoing).
Jackson believes that any teacher can become a master teacher, but not every teacher will choose to do so. As an instructional leader, "you can work to make choosing mastery more attractive. You can mitigate or remove the barriers to teachers' will and help teachers develop increased skill. You can create a rigorous and supportive instructional climate where good teaching can thrive... Most ineffective teachers are ineffective because they've stopped struggling. Teaching is hard, and struggle is necessary in order to do it well. Your job is not to make teaching easy. Your job is not to remove the struggle. Your job is to make the struggle productive" so that every teacher will choose mastery.
Nevertheless, transforming a school begins with looking closely at the people in it. Teachers must believe that if they do the work, they can become master teachers. "Even more important, leading this way gives our students the teachers they deserve. Our students deserve to learn in classrooms where their teachers are getting better every day. They deserve teachers who believe that anyone can get better at anything with the right kind of support and who manifest this belief in their interactions with their students. They deserve teachers who are their best selves and consistently give the best of themselves to their students. They deserve, in short, master teachers."
"Look at the world around you. It may seem like an immovable, implacable place. It is not. With the slightest push-in just the right place-it can be tipped." Malcolm Gladwell, The Tipping Point
This is an interesting book for teachers and leaders and has lots of resources. Each chapter contains "Yes, but..." sections designed to address common concerns and "Takeaways" that summarize each chapter's key points. The appendix has tools for diagnosing and implementing the process. There is also a companion website at http://www.mindstepsinc.com/lead with more tools, tips, and strategies.
************************************ All Iowa ASCD members have access to these books 24/7 in 2015 and 2016. If you have forgotten your password to these resources, please contact Lou Howell at LouHowell@mediacombb.net.
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Second Chance If You Missed the Webinar on How to Use the Iowa ASCD Collection of Books Available to You 24/7!
Iowa ASCD ebooks have been made available to you as a members of Iowa ASCD. These books, through the Gale Virtual Reference Library (GVRL), span a wide range of popular titles and new favorites that address the ongoing professional development needs of today  's educators. Upon completion of your review of the recorded webinar, you will be able to:
* recognize the general content available in your Iowa ASCD ebook collection
* navigate and construct search strategies for information retrieval
* use filtering tools to narrow search results
* manage documents found within the database
* create bookmarks as a way to manage and organize information found within the database
* create highlights, notes, and citations
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Webinars for Your Learning
Iowa ASCD seeks to keep you informed about webinars for your learning and the learning of those with whom you work. Check out the following; many of these support the work in your collaborative time and definitely help with implementation of The Core!
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Check It Out!
Check out the following:
- Iowans are invited to apply to serve on a state team that will rewrite Iowa's social studies standards for public review and possible adoption statewide, Iowa Department of Education Director Ryan Wise announced. The application is due December 11.
- Save the date, January 13, for Literacy Intervention Conference in Des Moines. The focus will be sharing research-based interventions that help achieve ou
 r goals of all learners becoming successful readers by the end of third grade. The event will feature a keynote by Amanda VanDerHeyden, a national expert who will be talking to district teams about Return on Investment in Education. Sign up now!
- If you couldn't attend the Iowa Science Standards Kick Off, we're bringing it to you - in the form of videos. Presentations are available for most of the videos by clicking on the "Download Attachments" button at the bottom of the description for each video.
- Meet the five Iowa teachers who have been named finalists in the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) - 2015. The Iowa finalists' applications have been submitted to the national selection committee. Two award-winners may be selected to represent Iowa. Award-winners receive $10,000 and a trip to Washington, D.C., where they will participate in recognition events and professional development programs. The nominations for 2016 focus on K-6 teachers. The 2016 Awards will honor mathematics and science (including computer science) teachers working in grades K-6. Nominations close on April 1, 2016. Go here to nominate a K-6 teacher of math and/or science, including computer science for 2016 recognition.
- Remember to renew your membership for 2016-2017 Beginning January 1, 2015, all Iowa ASCD members have had access to 30 on-line books 24/7 for the entire year and next year, too!
- Consider an institutional membership for your building, district, or AEA. The fee is $25 per person when you enroll at least 20 people at one time. Great benefits! Contact Lou Howell for more information.
- Are you a student in a graduate program? If so, you may get a membership for three years for $45. Contact Lou Howell for more information.
- Are you a student in a pre-service program? If so, you may get a one-year membership for $15. Contact Lou Howell for more information.
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 Stay current with learning! Follow Iowa ASCD on Twitter! We would like to follow you on Twitter as well. If you are willing to share your "Twitter Handle" with us, please leave your information on this site. |
 Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 1500 educators - teachers, principals, superintendents, directors of curriculum, technology specialists, college professors, AEA staff - Iowa ASCD strives to develop the collaborative capacity to impact the learning of each and every student in Iowa. |
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