To provide superior Career and Technical Education enabling all students to achieve their aspirations.
What separates us from other schools and districts is our CTE classrooms. This week I was able to visit a few career areas and although the purpose of my visits ranges, I always look for Teacher Clarity (TC). TC has an effect size of .75 and powerfully influences student learning.
TC is best understood within these 6 areas:
Develop Clarity for Learning
- Define and describe learning intentions and success criteria
- Apply the process to a single standard
- Break a learning intention into learning progressions
- Continue the process with multiple standards within a unit of study
- Co-construct success criteria
- Transfer ownership of learning by partnering with students
When I asked Mrs. Bowe, what the intention of the lesson was outside, I received the following: Today is a full nature day. the students are outside and the activities are built to support free expression and cooperative play. She then continued with how her students support the growth of the "little people."
This is a great example of teacher clarity.
1. A huge congratulations to Coach Moffett and Coach Ritter for being named Flight A and B Coaches of the year respectively.
2. A special thank you once again to Adrianne and Leah for facilitating our trauma informed care session yesterday. There are a few books/resources to consider if you want to dig deeper as a team or personally:
Up Ahead: Step UP
1. Best of luck to the Howard Wildcats' football team as they take on Delmar tonight and Hodgson takes on Sussex tomorrow.
2. Please be extra vigilant these next few days. Please continue to have high instructional expectations these next few days. It's easy to let up as we approach a holiday, but the more focused we are and structured we stay, the easier it is for us to manage this time.
Take the Time to Climb: Principle B -- Behavior
“Leadership is an action, not a position.” ~ Donald McGannon
The Blame Game
Failure and fault are virtually inseparable in most households, organizations, and cultures. Every child learns at some point that admitting failure means taking the blame. That is why so few organizations have shifted to a culture of psychological safety in which the rewards of learning from failure can be fully realized.
Executives I’ve interviewed in organizations as different as hospitals and investment banks admit to being torn: How can they respond constructively to failures without giving rise to an anything-goes attitude? If people aren’t blamed for failures, what will ensure that they try as hard as possible to do their best work?
This concern is based on a false dichotomy. In actuality, a culture that makes it safe to admit and report on failure can—and in some organizational contexts must—coexist with high standards for performance. To understand why, look at the exhibit “A Spectrum of Reasons for Failure,” which lists causes ranging from deliberate deviation to thoughtful experimentation.
Which of these causes involve blameworthy actions? Deliberate deviance, first on the list, obviously warrants blame. But inattention might not. If it results from a lack of effort, perhaps it’s blameworthy. But if it results from fatigue near the end of an overly long shift, the manager who assigned the shift is more at fault than the employee. As we go down the list, it gets more and more difficult to find blameworthy acts. In fact, a failure resulting from thoughtful experimentation that generates valuable information may actually be praiseworthy.
When I ask executives to consider this spectrum and then to estimate how many of the failures in their organizations are truly blameworthy, their answers are usually in single digits—perhaps 2% to 5%. But when I ask how many are treated as blameworthy, they say (after a pause or a laugh) 70% to 90%. The unfortunate consequence is that many failures go unreported and their lessons are lost.
Not All Failures Are Created Equal
A sophisticated understanding of failure’s causes and contexts will help to avoid the blame game and institute an effective strategy for learning from failure. Although an infinite number of things can go wrong in organizations, mistakes fall into three broad categories: preventable, complexity-related, and intelligent. For the full article click here.
Take some time this weekend to think about how you do or can support the growth of those you work with and supervise by creating a "safe" environment. If we want to teachers to create classrooms that are highly engaging and produce results for kids, then we need to create a culture that embraces risk-taking to improve student achievement.
- Is the PD we offered being implemented?
- Is the technology transforming instruction to reach every student?
- Are we using formative assessments to understand what students are learning so we can adjust our instruction?
- Interim Reports -- 26th
- 1st Parent Speaker Series event -- 12/4
- Holiday gathering at St. Georges -- 12/4