Posted by Spike Cook

We started a Saturday program at my school in order to provide students with additional academic remediation, support, and some fun. I know that some of you might think this is just another “test prep” venture to raise scores considering we identified specific students, and it’s April…. You would be both correct and incorrect (or maybe it is just how you define test prep).

Here is a little information about the program. We have targeted about 30 students in grades 3, 4, and 5 to provide math and language arts remediation through a very effective tool. The tool that we use is SuccessMaker which is a digital learning curriculum that is designed to assess, remediate and instruct based on the Common Core and New Jersey Model Curriculum. In addition to the online instruction and assistance, we have teachers who work with students individually on their specific needs. SuccessMaker can develop specific lessons for the teachers and students to master. Additionally, SuccessMaker also facilitates 21st century learning as the students are required to use high levels of Blooms Taxonomy to solve problems while also providing them with the experience for taking the online assessments such PARCC.

But there is more to our program then SuccessMaker. First, team-building and cooperative learning activities are embedded within the structure of the program because we feel urged to not only address the academic needs but also the social and emotional needs of our learners. We want them to feel confident as they approach problems and situations that involve critical thinking. Since we have the students grouped into three teams, we wanted to continue to push the envelope and challenge the students, and that is where Problem Based Learning comes in.

For our “problem”, the students are going to have determine why there is an achievement gap and what they can do to “solve” the problem. During the first session, we presented them with the challenge and what the end result could look like (an invention, commercial, iMovie trailer, etc.). We also asked them to define what is a “problem” and why are some students achieving while others are not. For instance, in order to engage them in self reflection (we all know that kids like to point fingers), we asked the students this question, “Who is responsible for the achievement gap… is it parents, teachers, principals or students?” Most, if not all the students said the responsibility falls on themselves. Their rationale for owning the problem included items such as low self esteem, not paying attention, and not taking school seriously.

Over the next few weeks the students in PBL will be presented with data about the achievement gap as well as what adults say about the achievement gap. Ultimately, the students will solve this problem and present their findings to parents, teachers and other students at our culminating event on May 11.

I will make sure to report back on their progress each week as well as their solutions to this age old problem… why do some students achieve while others do not…..

Apr

2013

Are you a producer or consumer?

Posted by Spike Cook

Insight is the understanding of a specific cause and effect in a specific context.An insight that manifests itself suddenly, such as understanding how to solve a difficult problem, is sometimes called by the German word Aha-Erlebnis. The term was coined by the German psychologist and theoretical linguist Karl Bühler. It is also known as an epiphany. Source: Wikipedia

When I read Insights Into Action, I was hooked from the introduction. Bill Sterrett asked himself this very reflective question… “Am I really prepared for this?” I know that every school leader has wrestled with this question from time to time and for Bill to begin his book with that question was powerful. There are times when being a school leader is isolating and challenging. Throughout the book, Bill provides concrete examples of how to address the isolation and challenges. He needs us to take action!

I felt many parallels to Bill’s experiences as a school leader. Bill was the principal of a Title 1 school in Virginia, challenged with the task of improving student achievement with limited resources. He had a very supportive superintendent, and was encouraged to take risks. Sound familiar?(If you have followed my blog you will see the striking similarities) So Bill challenged himself to tell his story, even going so far as telling me in a recent Skype conversation that we need more school leaders to be producers, not just consumers. Bill’s epiphany was clear, we all have insights into the education system, but how many of us are taking action?

Insights Into Action will be a quick read for anyone who is interested in a succinct framework for being a more effective leader. Bill integrates his interviews with some of the most influential practitioners of our age. You will read stories from:

Baruti Kafele, a vision-oriented, high energy school leader who provides his cell phone number to students, parents and teachers.
Rick DuFour, one of the leading proponents of being a learning leader through the use of PLCs.
Alex Carter, a Milken National Educator and coauthor of The Insider’s Guide to High School, as he discusses the crucial role Professional Development plays in leadership development.
Bill’s former superintendent Pamela Moran, the superintendent of Albemarle County Public School who is an author, presenter and active blogger as she discusses how technology as enhanced critical thinking skills.

Each chapter is organized in a way that allows the reader to reflect on their current practice, and then develop an action plan for improvement. I am excited about my action items I garnered from this book:

Start a book club with my colleagues (Insights Into Action) to enhance our professional practice together.
Continue to tell the story of my school, and district so that others may learn.
Schedule monthly walkthroughs with my colleagues to discuss instruction

“Even though we have busy schedules,” Bill said, “We need to be mindful of the importance of producing, not just consuming.”

What are you going to produce?

Apr

2013

The next frontier of reform: Just do it (right)

Posted by Spike Cook

During the 2013 ASCD in conference in Chicago I was able to see one of my favorite speakers, Bryan Goodwin. Bryan, who was recently promoted to Chief Operating Officer of McREL and is a regular contributor to Education Leadership, discussed his take on the next frontier of reform.

Bryan began his presentation by asking a question about education reform… How well are we equipped with implementation? I could see his point because we often talk of ideas, espouse our theories, and pontificate on what is right… but do we know how to implement? Measure the implementation?

Knowing is not the same as doing

The objectives for his presentation were….

Identify common faulty assumptions about implementation
Provide you with new ways of thinking about implementation
Practical tips and guidance for better implementation

Bryan talked about some research that he conducted on the “Gold standards of studies” regarding programs to increase student achievement. The results were lackluster. What stood out to Bryan and his team was that the implementation had a significant impact on the the results. It left him with more questions then answers…

if we know better, why don’t we do better?

Bryan reviewed 5 implementation fallacies….

Truth shall set them free (When people know what to do, they will do it) -Professional Development doesn’t always work – Do people always automatically adopt new methods? He researched PD and found that just by telling people what to do (study the theory or demonstration or even practice) yields little in transferring the knowledge into the pedagogy Yet, the research was clear that Peer Coaching has 95% transfer rate (Joyce & Showers,2002).
Talk slower and lower (Fear, facts and force overcome resistance) – Bryan asked us a simple questions… Would you change or die? How many people out of 10 would change or die? The research shows that only 1 would actually change their behavior. What makes us change? Seeing how the change is possible, experiencing success and emotional support.
Shock and awe (Doing more does more) –What does your school implementation plan look like? Bryan showed us a few slides of various school districts’ implementation plans for school improvement. We were all amazed at how long the list grew (and what was put in the list)…. I think one slide had 50 or more implementation strategies (more like ideas) for improving reading… How could you possible achieve all 50 plus ideas?
Running before walking (ignoring improvement progressions) – What is your progression? Mourshead, M (2010) researched how the world’s most improved systems keep getting better. For instance, aviation success rate is 99.999%. Standard Operating Procedures(SOP) ensure that the progression is always followed… What are your SOPs for continuous classroom improvement?
Focusing on the what, not the who (ignoring culture) – So much reform, so little change. Who have beat the odds, and actually improved schools? According to Bryan, the schools who have turned themselves around have somethings in common… Each has a culture of high expectations for learning and behavior. What is the secret sauce of improvement? Culture is the secret sauce of school implementation!

Bryan then transitioned into discussing how implementation can be achieved…. He recommended that we read Start With Why by Simon Sinek.

No one buys what you do, they buy why you do it

Here are some suggestions Bryan offered us on implementation..

Focus – Do a few things well.
Challenge, engage, be intentional and motivational
Develop data-driven “high-reliability” systems
Create high-performance school cultures
Provide whole-child student supports
Seek quick wins with a 6 week cycle
Don’t do the Forrest Gump for learning (Box of Chocolates)

As I processed the presentation with my colleagues, our curriculum coach said, “We need to stop resting our laurels on excuses, and shift our mindset into a “can do” culture. This is how we can improve our implementation!”

For more information:

Bryan Goodwin on Twitter

Education Leadership

Apr

2013

Egg-Possible is Nothing!

Posted by Spike Cook

“Doc” Bunny visited RM Bacon and had the kids estimate the amount of jelly beans in the jar for a clue to the Egg Hunt treasure

Ask any educator about the week before Spring Break and you will most likely get a similar answer. Even though it comes at different times each year, it always happens at the “right” time. Everyone needs a “break” from each other….

This year, we packed a few egg-tivities into our pre Spring Break Week. We had a 5th grade math challenge, Students vs. Teachers Hockey Game, life cycle of a chick, egg dying, egg experiments, egg tossing, scrambled eggs and the most intense Egg Hunt we have ever experienced (thanks to @mrsbensonsbunch for coordinating). The best part of the Egg Hunt was the prize waiting for each class when they finished… a new basket of toys for recess (courtesy of our Home and School Association).

In continuing with our schools’ dedication to “telling our story” we put together a video to show the lighter side of the week (the 9 minutes is well worth it because you see the Harlem Shake, the Wobble, and a lot of shenanigans)

Life Cycle of a Chicken

Mrs. Simpson also teachers students about Russian artifacts!

Egg-cited for Spring Break!

5th Grade Math Challenge

The 2012-13 theme for our school is “Impossible is Nothing!” but this week it was “Egg-possible is Nothing!”

Mar

2013

The Age of Uncertainty: Who is Bold?

Posted by Spike Cook

What are we doing in school that can not be Khanified?

I love it when ideas converge. I wrote a blog post on the plane traveling to ASCD 2013 on the concpet of uncertainty. Then, as luck would have it, soon after finishing my session, I had the opportunity to hear from Will Richardson. Honestly, I needed time to decompress after my session, but I couldn’t miss the man who has me wrestling with that enduring question… Why School? For 90 minutes Will took me to the future, through the past, and directly back to the present.

Will has an amazing gift of asking questions. For instance, reflect on these:

– Why School? (Buy this book!)

– What are the conditions for optimal, sticky learning?

– What are we doing in school that can not be Khanified?

– What do students need to learn in school when they can learn so much without us?

– Why college?

– What are the skills that our students need now to succeed?

– Where do we start?

I used to think I knew the answers to those questions. I am not sure (maybe a bit uncertain) as to what the future holds for our concept of “education.”

Will didn’t just leave us with big questions and then walk away. He gave us two words on how we can answer those (and many other questions).. BE BOLD! Along with those two powerful words, he gave us nine qualities of Bold Schools.

Bold Schools are…..

1. Learner Centered

2. Inquiry Driven

3. Support Authentic Work

4. Digital

5. Connected

6. Literate (by 21st Century Standards)

7. Transparent

8. Innovative

9. Provocative

Are you in a Bold School?

Thoughts on the plane (prior to the Be Bold session by Will Richardson) …

Are we facing something that we haven’t faced before? Are we entering a new age? Does anyone really know what tomorrow will bring? This is the age we are living in…. The age of uncertainty. It has appeared at the school doors, ready to be let in… Maybe even demanding to be let in!

Recently, as I reflected on my leadership as the principal of a Focus School, I thought about the concept of transparency. Am I open with my staff, or do I shoulder too much of the responsibility? Have I gotten away from the “many hands make light work”? Do I understand change, and uncertainty? These questions forced me to learn a valuable lesson, and it was my teachers who, once again, taught the lesson.

On a cool morning in march about 12 teachers participated in the first Transparency Leadership Committee (TLC). The TLC is designed to provide an opportunity for collegial discussions, problem solving, and transparency. I began this committee after I had a great talk with a teacher leader in the building. She presented concerns from the staff in such a professional way that I knew I had to take action.

I began the meeting by recapping the recent professional development I attended through the state DOE and local RAC. My gut was telling me that the staff was wondering why I was out of the building so much. Then it hit me. Although that could have been a concern, the most important concern they had was what in the world was going on next year with the impending uncertainty of teacher evaluations, common core, parcc, and the model assessments. These just happened to be the topics I have been working on this year!

As I reflect on the meeting, I learned that transparency can open the door to understanding uncertainty. As a leader, I have to balance the responsibility of being the “lead learner” (thanks @joe_mazza) with being a “systems thinker” (thanks @drgentile_mps) and “story teller-in-chief” (thanks @nmhs_principal). Now I am working on being the systemic, transparent learner in chief…. In the age of uncertainty (thanks @willrich45)

“To be truly innovative you have to look beyond what’s easy and focus in what’s right” Nick Update, OnStar

Mar

2013

ASCD Session #1213… Growing Your Teacher Garden

Posted by Spike Cook

http://www.livebinders.com/play/play?id=796484

Thank you to everyone who packed the house!

Mar

2013

Science Leadership Academy Where Inquiry is the Constant

Posted by Spike Cook

SLA’s core values

Throughout the process of transitioning to the Common Core, I have been considering various approaches to supporting the depth, breadth, and nuances of the new standards. Recently, a team from my school district visited the Science Leadership Academy (SLA) in Philadelphia, PA. SLA, whose most notable contribution to the education community is EduCon, offers a unique opportunity to research the impact of Problem Based Learning (PBL). Lead by Chris Lehmann, the SLA is a magnet school within the district of Philadelphia Public Schools.

We arrived at our destination on a cold March morning. The wind was whipping through the City of Brotherly Love with such force, it made walking a few feet a chore. As I approached the building I saw High School students running by me. They dipped into the building ahead of me. Could that be their gym class? Later on I found out that it was. SLA embraces the PBL philosophy even in terms of how they utilize their limited space (no gymnasium) and resources.

Our tour guide for the day, Jeremy Spry, met us at the main office. His relaxed, almost too calm for school demeanor was both a welcoming and refreshing approach to our busy morning. He told us we would learn a lot more then just PBL on our visit. His excitement for the SLA learning environment was evident.

The Essential Questions are integral to the learning process at SLA

Grade 9 is Identity; Grade 10 is Systems

Grade 11 is Change

The “best student at SLA” with our team from Millville

As we toured the building, everyone seemed to know Jeremy. He took us into a science class that was studying genetics. We were introduced to the self proclaimed “best student at SLA”. After his warm greeting (of course took a photo), he went on to describe the Punnet Square concept with such ease, it was as if he was the teacher. Ironically, after observing their collaborative presentation on the genetic disposition of Huntingdon’s Disease, it was evident the students are in the driver’s seat of their own learning.

Jeremy explained that SLA’s core values (Inquiry, Research, Collaboration, Reflection) are integrated into everything. Furthermore, SLA is very specific on the progression of learning as the students enter 9th grade (Identity), then 10th grade (Systems ) which leads into 11th grade (Change), and then culminating into a capstone project in 12th grade.

From there, we spent time in a freshman English class. There was a lively discussion about what is art and what is not art in terms of paintings, and music. I actually had to ask Jeremy who the teacher was because the students were facilitating the discussion. He pointed to the teacher, and honestly, I thought earlier that he was a student. The class conversations were reminiscent of a collegial debate type atmosphere where everyone felt they could share their differing opinions while maintaining a respectful demeanor.

When we visited the digital video editing room, students were engaged in film projects that offered an answer to a number of questions. For instance, one student told me the focus of his film was about his conspiracy theory surrounding Chap Stick. He asked me, “Does anyone ever really finish a Chap Stick?” I had to laugh because I don’t think I have. When I watched his final product, I was amazed at his production skills and thoughtful consideration of character development.

Lunch time at SLA is much different from most schools. Students hang out and eat…. wherever. Sure, there is a cafeteria, but most kids line the hall near the main office, or in out coves throughout the school. Lines are blurred, and there are often teachers who are right in there eating with the kids and discussing life’s big questions.

Chris Lehmann and I at SLA

Our tour concluded with a sit down with the principal and SLA founder, Chris Lehmann. He told us that the school may seem unorganized from an outsiders perspective, but that SLA flourishes because it stays true to the core values. Chris doesn’t look for mavericks at SLA because he knows that most were at their prior teaching positions, but at SLA it is incumbent for everyone to be going in the same direction. Chris rarely suspends students, sees no need for a traditional dress code, and encourages his students to be treated as adults, as equals. Chris truley cares about his students. While we were talking, Chris had to balance being a host to us, and the sign ups for the Ultimate Frisbee team he organizes, and a student who was upset about something. His door was open the entire time, and anyone had access.

The visit to SLA was heavy. On the way home, I felt inspired by our experience because I believe our students can benefit from integrating the PBL philosophy into our own learning environment. As we continue our transition to the common core, I now have resources and experiences that can help our teachers and students dig deeper in the curriculum.

Mar

2013

“The Atlantic Ocean” guest post

Posted by Spike Cook

The author, Henry W. Cook

I am so proud to have a guest blogger this week (although I have to do the typing)! My third grade son wrote a very interesting piece and after reading it, I asked him if I could put it on the blog. He was smiling ear to ear. He really loves his Russian heritage, and when given the opportunity to write about immigration, he got right to work.

The Atlantic Ocean

One day Henry will visit Moscow!

My name is Reznov and my dad’s name is Nikoli. We’re from Moscow, Russia sailing to America. My dad and I brought some food and water. I’m excited to have freedom. Our ship name is the Thorn Of Hope. After two days…. a storm! The boat is shaking crazy. We’re all starving and thirsty but we won’t give up. We’ve come too far to quit!

Russian immigrants at Ellis Island

On the 88th day we see a star, unsure what it is, we get closer and closer, “The Statue of Liberty,” says the crew. We went to Ellis Island. There are 22 of us (including crew). Four of us were sent home and eight were held for more inspections. The rest of us made it through.

We can translate some words like me, you, love and there by hand motions. On the 31st day we learned English. We got our names changed too. My name is Henry Reznov Venskov and my dad’s name is Dominic Nikoli Venskov.

By Henry W. Cook

He really enjoyed the unit on immigration. He interviewed his grandfather on his mom’s side, and his grand mom on dad’s side. I think he combined some of the stories they told him. Henry’s fascination with Russia (grand mom Checkoff) has continued to grow and develop. He really wants to visit Moscow. We will make sure to one day make his dream come true…..

Feb

2013

The kind of day that makes blogging easy

Posted by Spike Cook

On February 22, 2013 I had the kind of day that makes blogging easy…

@JerseyAlicia assisting with the inter-district Skype!

On the way in to work, I was perseverating over our growing discipline numbers in the month of February. I was out the school the day before at a workshop, and I hoped that I wasn’t walking into “one of those days.” Well, in a sense, I was right! It would turn out to be one of those days that makes blogging easy.

Prior to the start of school, I had a great philosophical discussion on the transition to Common Core with some teachers. We challenged each other as to how we could make this transition, why the transition was occurring, and even asking the BIG question… WHO is behind this? I love a heated philosophical discussion with colleagues! (Challenge the Process!)

Inter-district Skype

The school day started smoothly. I had a few teachers that invited me to learning events. I made sure to update my calender, and I was off to a meeting to … spend money on our most precious commodity… our students! based on the budget, I will be able to start a 5 week Saturday program, extend our before/after school programs, and purchase more devices to enhance student learning! What a great meeting!

I was running late (this is a constant) to my observation in Kindergarten armed with my iphone (this was my first attempt to capture an observation on my iphone). As I tried to observe the staff member, I had students come up to me to talk. They wanted to tell me about the book they were reading, what they ate for dinner last night, and how they were improving with swimming. I joked with the teacher that they seemed very engaged today. She laughed, and said, “Welcome to my world!” After the observation, I attempted to leave, but the rest of the class wanted to tell me how the Superintendent came to visit them at swimming. Hmm, I thought, I haven’t even made it to swimming yet this season.

Mr. Hudson was covered with numbers before the activity even began.

I scurried up to 5th grade (running late again). One of the 5th grade teachers was working collaboratively with another group of 5th grade students from across town through Skype. I watched as the kids introduced themselves to each other and began to work. I tried to do a walkthrough on the other class. I asked a young man what he was learning and why it was important. He was able to tell me that they were working collaboratively on reading a passage, and that it was important to identify vocabulary for understanding. What a great experience!

@mrsbensonsbunch preparing the volcano!

I then ran upstairs to the 3rd floor to observe a Volcano Experiment. The students were on the edge of their seats the entire time. She set the stage, engaged the students, had them write down their predictions, and eventually …. poof… a learning memory. These kids, for the most part, will never forget that experience. They all had smiles and were so excited. Impossible is really Nothing!

After I finished with the Volcano Experiment I ran down to the gym for math class… Yes, the same 5th grade class that was skyping earlier in language arts were set to test out another activity that they developed for math. I had to recruit a team (I picked the math supervisor the curriculum coach and our SuccessMaker facilitator) to compete against the students. In the first activity, well, let’s just say we lost. All we had to do was solve the problems by finding the correct numbers that were placed throughout the gym. During the activity, we were penalized for running, and solving the problems out of order. We came in 4th place. The kids were howling! The next activity required us to read a list of problems, solve the problems, find the answers scattered throughout the gym all while connected at the arms. This really required us to work collaboratively. We redeemed ourselves and won! I love winning against 5th graders in math 🙂

Our new Media Specialist, Meg Finney, challenges students with 21st Century learning opportunities.

I made sure to congratulate the students on a job well done, and was off to prepare for our monthly PBIS meeting. I knew we had big problems to identify and solve! As I reviewed the data, I was somewhat encouraged. Compared to last year, we have nearly 40% fewer Office Discipline Referrals. As I ate my lunch, I thought to myself, there are some positives here, the data tells an important story.

@drgentilemps takes the Minute to Win It Challenge

As I arrived to the PBIS meeting I remembered that our Superintendent would be joining us. Pressure. We reviewed the data during our meeting. We talked about root causes, trends, possible solutions and ideas for improvement. We dug into some of the data and established that 24 students (out of a school that has 320), were responsible for over 85% of the Office Discipline Referrals. We brainstormed ideas to help these students. The superintendent told me afterwards, “Basically, Spike, you have to adopt those students, assign them mentors, and keep them engaged in the process. You guys will be fine!”

Bear Buck Challenge. Spend a Buck to enter the room!

Our committee went down to unveil the monthly “Bear Buck Store” where the kids can cash in their bucks for rewards. This month we tried something new. We wanted to create a buzz for the positives! For a single Bear Buck, a student could enter a door to compete in a challenge. In addition to the challenge, they could spend their bucks on homework passes, time on ipods, or even time with a teacher. The students who chose the challenge walked into a room with tables lined with rigatoni. They were given a piece of dried spaghetti, a few instructions, then had a “minute to win it.” If they were successful they kept their Bear Buck. At the end of each session we explained the importance of earning Bear Bucks and how next month we would have similar activities for their reward! (Its simple, students earn rewards for Being Safe, Being Responsible, and Being Respectful!)

The end of the day went off with out a hitch. There were no discipline referrals for the day! The buzz of learning, innovation, and 21st century skills prevailed!

Basically it was the kind of day that makes blogging easy!

Feb

2013

Change

Posted by Spike Cook

Change is neither good or bad, it simply is….

As a principal it is inevitable that you will be required to implement change. There are a range of possibilities of change from the mundane to the kind of change that keeps you up for 3 nights plotting, planning and organizing.

I have been steeped in the concept of change for years. I’ve read all of the leading authors from the field such as Whittaker, Fullan, Senge, Argyris, Kouses, Posner, and even Gladwell. All of these teachers, along with real life experiences, have shaped my philosophy on change. I’ve found that sometimes, we have to change because it’s imposed, sometimes out of necessity, and other times, well, it is just time.

Since the summer I have been charged with improving my school’s performance on the state assessments (This post is NOT going there). I have had to cull through data, brainstorm, and strategically plan for continuous improvement. Fortunately for me, the entire school has rolled up their sleeves and joined in this crusade. I work with some of the most dedicated teachers in the world!

We are now 8 months into our new “focus.” During that time we have changed many things about our school. In fact, two weeks ago a teacher came in to share an insight she had regarding our school. She said that she had been talking to some people, and admitted that she tries harder now, is more focused, and actually thanked me for creating a culture that helped her grow as a professional. It literally took me about a week to realize the impact of her personal reflection. Wow!

So what has been my process? What have I done? Why? So I figured I would list the process in order to reflect. These are not necessarily in sequential order.

Define the problem
Research possible solutions
Model the way
Listen to my advisers
Work collaboratively with others
Inspire a shared vision
Visit best practices or shining examples
Allocate proper funding
Engage key stake holders
Train the key stakeholders
Challenge the process
Encourage others to challenge the process
Exude passion for the solution and why we need to address the problem
Make mistakes
Learn from the mistakes
Discuss concerns
Vent about it all to those I trust
Enable others to act
……and finally get out of the way!

As with any new change, there will be those who will get on board, others will criticize and still others will wait and see. Only time will tell if these new tools, philosophies, maybe some would say a more “focused” approach will pay dividends…. In the meantime, as the leader of change, I remain excited, even anticipating what is to come….. OK, I can’t wait to open the present this summer and peek inside to actually prove that we have changed, improved!

I always tell my staff I need them. In fact I say I NEED ALL of them. We can’t fix this without everyone on the same page (even those who challenge the process – We need everyone).

That is why…