Why not let kids choose their own seats?

Seating charts are more than just a convenient way of taking attendance.  They are a way to organize work space, group students for collaboration, and establish relationships in the classroom.  Teachers take a number of factors into consideration when arranging students including academic and behavioral concerns, auditory, visual, and sensory-motor needs, and interpersonal skills.

In light of all the other requirements on teachers and the way schools tend to micro-manage students' lives, it may be tempting to allow kids to choose their own seats in the classroom. After all, doesn't the research say that choice increases motivation?  Can't we trust students to make wise choices based on their preferences and needs?  Isn't an important aspect of executive functioning that students are able to regulate their behavior?

Well...yes.  And no.  According to Eric Toshalis, author of "Five Practices that Provoke Misbehavior," "The truth is, open seating isn't democratic, doesn't support student autonomy, and seldom teaches students to self-regulate."

Often, students who most vocally advocate for self-selecting seats are flaunting their social status, while quieter kids are more likely to be marginalized.  Quieter students are usually the last to choose, and are often relegated to areas that accentuate their isolation.  When students who have self-selected seats become too noisy or disruptive, we revoke the privilege either for all students (even those who were quiet and compliant) or for the select few who were were unable to contain themselves.  Having been forced to move, students now see assigned seating as a punishment and are more likely to react negatively.

Instead, take the time to assign seats using factors mentioned in the opening paragraph above. Switch seats every quarter to allow for new peer groupings and diverse perspectives, and avoid attributing changes in seating to (mis)behavior.  "We can support [students]...and provide them a little predictability and safety when we give them a dependable spot that's always there for them and always theirs."

Inspired by: Toshalis, Eric. "5 Practices that Provoke Misbehavior." Educational Leadership Oct. 2015: 34-40. Print.

What are the other four practices?

• highlighting ability differences
• grading practice work
• establishing vague norms
• using tired, old scripts

Crash Course
Curriculum Content in 10-15 minute bites

"Are we going to watch a movie today?"
"Isn't there a video about this?"
"Can we go on YouTube?"

How many times have you heard these questions in class?  Now the answers can be Yes. Yes. and Yes.

John Green,  author of the young adult bestsellers The Fault in Our Stars and Paper Towns, has joined with his brother, Hank, to create a YouTube channel called Crash Course.  Over 400 videos explain content in science, social studies, and English, accompanied by eye-catching, humorous animation.  The videos are each around 10 minutes, but there is a lot of information packed into each clip.  You can search the videos by topic, or check out the playlists (below) where videos are organized by courses.

Whether using a Crash Course video to introduce, review, or reinforce material, it is a fun and informative way to incorporate multimodal learning in your classroom.

Crash Course Playlists of Available Content

https://www.youtube.com/user/crashcourse

Discussion Strategies

After our professional development day last month, I received wonderful feedback about the use of the pinwheel discussion that was modeled.  Teachers from all departments remarked on how they could adapt the process to fit their curriculum, their students, and their needs.

It seems that we are all looking for ways to get students more actively involved in the learning process.  Among other skills, classroom discussions ask students to articulate their understanding, to consider perspectives that may differ from their own, and to support their claims with evidence.  But it can be difficult to find ways to get ALL students involved, especially those who who lack confidence or who may not have enough background information to fully participate (for example, due to recent or extended absences).

The following blog post includes 15 formats for structuring class discussions.  they are divided into three categories:

• Higher-prep Discussion Strategies
• Lower-prep Discussion Strategies
• Ongoing Discussion Strategies

Many of you already use these strategies, but perhaps you could pick up another one or two to add to your toolbox.  As always, if you would like assistance introducing or implementing these or any strategy into your classroom, give me a call.  I would be happy to help.

Link to The Big List of Classroom Discussion Strategies

Uncovering Artifacts: FAQs

You have written your SLO and PPG, you have had your goal setting conference, and now you are waiting to schedule your formal observation (summary year) or not (supporting year).  What else needs to be done to keep up with Educator Effectiveness?  

Collect artifacts.  

The following post contains answers to some of the most commonly asked questions regarding artifacts in the EE system.

What is an artifact?

An artifact is something that you have created to enhance your instruction or improve student achievement.  It might be a lesson, a survey, a PowerPoint, a rubric, a parent communication, a reflection, or a picture or video of a classroom activity.

What is the difference between an artifact and evidence?

This question is so common that it gets its own post titled Artifacts vs. Evidence.  See the extended answer by scrolling down to the next (previous) post.  The short answer is that the artifact is something that you have created and the evidence is which of the Danielson domains that artifact demonstrates.

Where do I find artifacts?

Since artifacts are something that you create, look in your H: drive, your Google Docs, or your filing cabinet.  Common assessments, committee work, or emails can also provide evidence of professionalism, record-keeping, communication, and collaboration, so consider those sources as well.  Not sure what types of artifacts to use?  Check out this resource which lists possible artifacts for domains one and four of the Danielson model.

Possible Artifacts

How many artifacts do I need?

By the end of your evaluation cycle (your summary year), you are responsible for providing evidence for all the components of domains one (a-f) and four (a-f).  That does not mean, however, that you need 12 separate artifacts.  It is entirely possible, in fact it is preferable, to submit a limited number of artifacts (3-5) which can be used as evidence for multiple components.  For an example of how a lesson plan could serve as evidence of 7 different components, check out the Artifacts vs. Evidence post.

You do not need to provide artifacts for domains two and three.  Administrators will collect evidence for domains two and three during their classroom observations.  

How should I organize my artifacts?

Since we are recommending that you do not use Teachscape this year, you will not need to upload your artifacts.  You should, however, decide upon an organizational structure for your documents.  You can keep paper copies or electronic copies in a folder, but make sure that you have a designated place to keep your EE documents.  If keeping paper copies, consider making two; you will need to share these artifacts with your administrator towards the end of your evaluation cycle, and it is always a good idea to save a copy for yourself.

How do I tag artifacts?

Teachscape provided a way for us to tag artifacts with the components that they represented, but it was not a user-friendly process.  The benefit was that it provided a list of components from which to chose.  If you are working outside of Teachscape this year (and we recommend that you do), you will need to tag the evidence yourself.  A quick internet search for Danielson's domains will bring up a list of the components, and from there you can write the appropriate one(s) on your artifact.  

Can I reuse artifacts?

Maybe.  In the year following a summary year, you will need to start the artifact collection process over again for your next three-year cycle.  You should not simply repost or reprint the same artifacts that you used in your last evaluation cycle, although there might be some carry-over.  For example, you might use the same assessment you used last year as an artifact, but the student scores and your corresponding reflection would be different because you are using it with a different student group.  

Do I have to worry about confidentiality when using student information?

Probably not.  Since these documents are shared only with administrators (who have access to student files anyway), you should be safe when submitting samples of student work, scores, and communication.  As a precaution you could cover or delete student names before submitting information.

Do administrators really look at my artifacts?

YES!  At the end of the evaluation cycle, administrators need to verify artifacts and evidence for all of Danielson's domains.  Reviewing your artifacts is one of the ways they can see the wonderful things you know and do.

Artifacts vs. Evidence

One of the questions I frequently get asked is, "What is the difference between an artifact and evidence?"  I have to admit, it took me a while to nail this one down, and there are very few resources explaining how each is used in the Educator Effectiveness process.  What I should have done is to start with my prior knowledge.

In the social sciences, an artifact is a piece of history.  Merriam-Webster defines artifact as, "something created by humans usually for a practical purpose; especially :  an object remaining from a particular period."  In comparison, evidence is, "an outward sign, or something that furnishes proof."

Applying that knowledge to the Educator Effectiveness process, an artifact is something that you have created (for the practical purpose of enhancing instruction and improving student success).  Examples of artifacts include a lesson plan, notes about individual student abilities and special needs, or a rubric for an assignment with a spreadsheet of student scores.  All of these are items that you create and can attach to your SLO or PPG.  
Evidence, on the other hand, is what that artifact demonstrates.  Your artifacts provide evidence of certain domains in the Danielson framework.  When reviewing your SLO and PPG, administrators will look at your artifacts seeking evidence of your proficiency in domains 1 and 4.  It is their hope that you use a few artifacts that provide evidence for several domains. 

For example, that lesson plan mentioned above may contain evidence of the following domains: 

Component of Lesson Plan	Evidence for Domain
Learning target	1c: Setting Instructional Outcomes
Explanation of how this lesson fits into larger unit or connects to standards	1e. Designing Coherent Instruction
Questions for higher-level thinking	1a: Demonstrating Knowledge of Content and Pedagogy
Options for differentiation	1b: Demonstrating Knowledge of Students
Use of technology, community resources, varied text levels, etc.	1d: Demonstrating Knowledge of Resources
Sample formative assessment used during the lesson with a reflection on how the feedback was used to inform instruction.	1f: Designing Student Assessments 4a: Reflecting on Teaching

That pretty much covers domain 1, with only one artifact!  Teachscape gave us the option to "tag" artifacts so that they were labeled with the appropriate domain.  If you are working outside of Teachscape this year (which we recommend), you will need to do the tagging yourself.  As you collect artifacts, simply label them with the domain(s) that they represent.  Remember that you only need to provide evidence of domains 1 and 4.  

Instructional Coaching Services

What services does an Instructional Coach provide?

Interested in discussing any of the above services or a need that you don’t see listed?

Contact Barbara Goings at x16387

Room 2102B (above door 4)

Additional resources are available in the G: drive 

in the Educator Effectiveness and Professional Development folders

Educator Effectiveness: Where Do I Begin?

With Teachscape still in a state of disrepair, start by accessing the templates that you need and saving a copy that you can work with.  Templates are available on the district website. Click on "ECASD EE Documents" at the top right of this page, or use the following link. 

http://www.ecasd.k12.wi.us/hr/coa_hr_educator_effectiveness.cfm

Click on the form that you need (see below) and select “Save As.”  Chose where to save it and what to name it.  After saving, a banner at the bottom of the screen should allow you to open the document and start typing.  Save frequently to avoid losing your work.

These templates are in the same format as Teachscape so if when it is up and running, you can simply transfer your responses.

What documents do I need?

If you are in a summary year, the first step is to complete a Self-Review.   This document is available on the district EE website (see previous page).  Please note:  You do NOT need to complete a Self-Review each year.  If you completed one last year, you do not need to do it again.  You can update the self-review if you wish, but again, this is not required.  Also, you are NOT required to provide evidence in your self-review.  There is a section after each domain titled “notes and evidence,” but this is supplemental and optional.  After completing the Self-Review, consider your areas of strength and weakness when determining your SLO and PPG for the year.

If you are not in a summary year, you can start with your SLO Form and PPG Form.  Remember that the SLO is the Student Learning Outcome, in other words, where you want your students to experience growth throughout the semester or year.  You are encouraged to work with a peer or team to set an SLO.  Only one SLO is required per year.  The PPG is a Professional Practice Goal, an area that YOU would like to experience growth throughout the year. Your SLO and PPG can be connected, but they do not have to be.

No matter where you are in the process, two resources will provide most of the answers you seek.  The Teacher Evaluation Process Manual (2014-2015 version) gives an extensive walk-through of the entire Educator Effectiveness Process.  The second resource, The New DPI SLO Toolkit (2015), is more focused on the process of writing and documenting SLOs.  Both are available on the district website.

So what exactly is an Instructional Coach?

I wasn't really looking for a new job, until I ran across the following listing last spring. 

"The Secondary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas.  The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction.  In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers and in support of the School Improvement Plans"  (ECASD Job description, Instructional Coach-Secondary).

After careful consideration, several items started to jump out at me...

• a colleague with classroom teachers
• individual and group professional development
• research-based effective instruction
• personalized support
• based on the goals and identified needs of individual teachers

What a wonderful resource for Memorial!  How great would it be to have someone to partner with teachers and help them meet their individual goals?  Researching best practices in education is time consuming.  An instructional coach's job includes seeking out those strategies that are proven to have the greatest impact on student achievement and share ideas on how to implement them.  Teachers simply don't have time for that type of research and development anymore.  PI-34 has reduced the need for advanced coursework, funding for professional conferences and workshops has dried up, and teaching has become so exhausting that it is hard to sit down at night with a professional journal or textbook.  

I eagerly applied for the Instructional Coach job, knowing that the best part was that I didn't have to leave my colleagues at Memorial.  I am pleased to be starting this new position, and am looking forward to ways in which I can assist you.  While much of my attention is focused on continued implementation of the Educator Effectiveness program,  there are many other resources and opportunities I can offer.  Watch for upcoming information on the variety of ways we can partner to improve student learning.  In the meantime, consider this overview.

Instructional Coaching is...

• positive and supportive
• based on individual goals and needs
• confidential and based on trust

Instructional Coaching is NOT...

• critical or competitive
• evaluative
• shared.  No record of our conversation is kept nor reported to anyone outside of the coaching relationship.