Emerging Leaders

Bi-Weekly Newsletter 11/23/15(THE EARLY EDITION)

"I am not afraid of storms for I am learning now how to sail my ship". (Louisa May Alcott)

While challenges, resistance, and implementation dips are difficult to lead through, they are excellent opportunities for you to develop your skill set. As you move through this year, remember that each challenge is a chance to really push your growth and move to the next level. In the words of the iconic group New Edition, "Storms will come. Everybody knows that. Tell me baby can you stand the rain?'.

Let's go dance in the rain Emerging Leaders!

Assignments/Actions Steps

1. Assignment 2 is due on Jan. 4th (as soon as we return from winter break)

Now is the time to create a plan to ensure that you have it completed on time. You can access Assignment 2 under the Assignments Tab in Canvas.

Here are the Final Products to be Submitted in Canvas.

1. 3-5 Minute Video Clip of the Difficult Conversation Role Play Recorded In-Session

2. Reflections on the Difficult Conversation

3. Observe and Assess Activity

4. 10-Minute Continuous Video Clip of the Coaching Session(this is you coaching a teacher on your team)

5. Reflections on the Coaching Session


1. Our next session, Cycle 4 is on Dec. 2nd at the PDC. Same time, same room location.

2. As you know Learning Meeting 1 is both a coaching and evaluative conversation. The scores will be released on Dec. 18th. Make sure you log in to Canvas to view your scores.

3. The Assignment and Attendance Policies are now available in Canvas under Local Resources. Make sure you take a moment to review them.


Asking the Right Questions in PLCs

(Originally titled “Getting to the Why and How”)

In this article in Educational Leadership, Jason Brasel, Brette Garner, Britnie Kane, and Ilana Horn (Vanderbilt University) say that ideally, teacher teams analyzing interim

assessment results should answer four questions:

- What do we need to re-teach?

- To whom do we need to re-teach it?

- Why did students struggle with this?

- How do we re-teach it?

The problem, say the authors, is that many PLCs focus only on the first two and don’t think carefully about why students did poorly in certain areas, what went wrong instructionally, problems with the assessment itself, and what strategies will improve results.

Here are some of questions that effective lead teachers and instructional coaches ask to get their colleagues thinking deeply about assessment data:

- What do you think made some items difficult for students?

- What are some possible sources of confusion?

- What do students’ wrong answer choices tell us about their errors and misconceptions?

- How did we originally teach this concept? What worked? What didn’t work?

- What are the best strategies for addressing the misconceptions?

- What are the best curriculum resources?

- How do you think students will respond to an alternative instructional approach?

“Getting to the Why and How” by Jason Brasel, Brette Garner, Britnie Kane, and Ilana Horn in Educational Leadership, November 2015 (Vol. 73, #3), http://bit.ly/1YdtZ4M; Brasel can be reached at Jason.brasel@vanderbilt.edu.