Tag Archives: collegiality

Lessons That Cause Learning Are Like Cookie Recipes That Must Be Perfected Over Time

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“I really nailed that lesson!” A teacher can have that feeling at the end of a lesson or school day and the smile of success feels wonderful. A “nailed” lesson is like eating a freshly baked chocolate chip cookie in which all the ingredients come together for a completely satisfying bite of life. And like a favorite cookie eaten and enjoyed, a teacher knows that all lessons are not created equally, so she savors the moment.

We cause children to learn with the lessons we teach. Our curriculum provides a continuum of learning targets that achieve larger educational goals for children’s education. Teachers make those targets into lessons that teach content knowledge, skills, and/or contexts for how students use knowledge and skills. Lessons are episodic because they fit into a singular place and time in a curriculum. We teach lesson in a unit once each school year and do not teach that lesson again until the next group of children are ready for that episodic lesson. Therein lies a rub.

Lessons, as clinical tools designed to cause specific learning, must be analyzed for their effectiveness after each time they are taught. It is like eating a hot just from the oven cookie – we bite into it, chew it, and taste it to verify that it satisfies. If we do not analyze lesson effectiveness, we do not know if lessons really cause the learning desired. Analyzing a lesson is biting into it and chewing with student learning as the taste that matters. Without analysis for effectiveness any old lesson will do, and instead of causing learning teachers are daycare providers.

What do we know?

Teaching and learning are cause and effect. We do not know the effect of the teaching until we assess for learning. After teaching a lesson, the teacher formatively assesses student learning with a test or performance or demonstration of learning. That assessment creates data about how well each child learned the educational objective of the lesson. The data is what decides if the lesson is a success, a failure, or if the lesson needs improvement. Every lesson a teacher teaches needs assessment and evaluation. If not, education stumbles around in the dark.

We also know that schools do not provide teacher time for lesson analysis. Nada! Schools treat lessons as “contracted line work” – one lesson follows another until a week of lessons and a semester of lessons and a year of lessons have been taught. There is no institutional time set aside for lesson analysis when lessons are line work.

After teaching a lesson, a teacher helps students with their independent practice, homework or other assignments stemming from this lesson, collect assignments and prepares to teach the next lesson. There is no school time nor expectation that a teacher will or should pause other work to evaluate the assessments of lessons taught.

We know that schools do give nominal time for teacher preparation of lessons. Daily prep time however is when principals, counselors, and parents talk with a teacher, or a teacher responds to their communications. Prep time is a teacher’s “bio” break time. And prep time is when a teacher actually takes a break in an otherwise fully packed school day of line work.

Schools also expect a teacher to “prep” on her own time. This may be before or after the school, but “own time” most often is at home wedged into a teacher’s family and personal time. Schools do not keep track of how much “own time” a teacher spends on schoolwork; it is assumed to be part of the job. Own time at home is not truly focused time for lesson evaluation. This assumption fails tests of best educational practice and contributes to teacher burn out and dissatisfaction with teaching as a career.

A better idea!

At first blush, providing teacher time for lesson evaluation really is a “no brainer.” Every artist stands back from their work to study what they have done, consider its form, function, and beauty, and returns with ideas of how to make it better. Why wouldn’t school leaders provide time for teachers to step back and conduct lesson analysis? Time is a logistical problem. How do we provide time for lesson study with children in school? Simple – dismiss the children. Teachers cannot give their mind and effort to lesson analysis during a school day with children in the schoolhouse. Also, few teachers can walk out of a classroom straight into lesson analysis knowing that they still have lessons to prepare for the next day.

Provide protected and dedicated time for lesson analysis to assure the teachers can give their best attention and efforts at lesson improvement. Add paid days to each teacher’s annual contract for this professional work. A month of days should suffice.

Second, collaboration and collegiality are needed for objective lesson analysis. Getting the cook’s thumbs up on freshly baked cookies is one person’s subjective opinion: most cook’s like their own baked goods. Getting opinions from other bakers provides objectivity and validation.

Within the protected and dedicated time, create small teams for lesson studies. Team members must have commonality in their grade level (child development) or subject area content or their comments are without evidentiary substance. At the same time, there can be no competition within a lesson study. In our era of “choice” – parents choosing teachers – teachers in the same grade level cannot be using lesson study to gain advantage over their peers. Best practice is “what is said in lesson analysis stays in lesson analysis,” the benefit of study shows in the next iteration of lessons.

Third, lesson analysis is data and evidence driven. When a teacher presents her lesson she also presents the formative and summative data related to the lesson. She talks of the cause and effect of teaching and learning so that she can improve the “cause” to get better “effect” next time. A lesson analysis without data is just anecdotal – there is no evidence of learning.

Fourth, all the rules of collaborative group work apply. This is professional work at its highest level and requires respect, integrity, and good will. After presenting a lesson and its data, the group pauses for each member to consider the presentation and make notes for their comments. Then the presenter becomes a listener, recording comments that make sense for the perfection of the lesson. There is no tacit agreement that a presenter will take all comments to heart. As a professional, she considers group comments as objective insights. In truth, if she uses only one comment to improve the lesson, the lesson analysis was beneficial.

Fifth, principals and curriculum directors have a place in lesson analysis. While some may feel that administrative presence discourages peer comments, it sanctions all comments. There is no teacher evaluation in a lesson analysis – neither of the presenter or of the commenters. An administrator is not a referee in the process but a contributor to and reporter of the process. Principals and directors can add larger data perspectives to the analysis of a lesson’s specific learner objectives. As importantly, they can report to district and board leadership on the tangible benefits of district commitment to lesson studies. Without their reporting up the chain of command, lesson studies happen in the dark and things that live there do not last long when district resources are limited.

The Big Duh!

Very few school leaders reading this or any other writing about the value of lesson analysis will support this work unless they believe that every lesson taught to children matters. If leadership is into the business of “line work” and daycare, lesson analysis is not their thing. But, if they believe that lessons cause children to learn and teaching is all about causing learning, then new conversations can begin.

Collegiality and Camaraderie In The Time of COCID

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There have been few times in public education when educators have required professional association more than we are experiencing in the Time of COVID.  While health protocols require us to be socially isolated not only from children but from each other, we have a tremendous need for professional conversation – to share the challenges and solutions of schooling, leadership, teaching and learning, and supporting others in our school.  We need to hear and see the real-life work of our peers, and to uplift each other personally and professionally.  The combination of personal and professional stressors can become an overwhelming burden.  We need the strength of professional association now.

More than anything else, professional association tells an educator “You are not alone!”.

Take Away

The metaphor that we are in a war against COVID is not trite.  It says it all.  It provides the context for behaviors and expectations in which a war is waged.  War is not our normal condition.  We are seldom prepared for it.  War is not a democratic process.  It is imposed by forces outside our consent.  In a war, everything that is usual and customary can be discarded by daily reality or by decree.  Usual practices are replaced with emergency measures.  War requires our acquiescence to arbitrary and unusual rules.  We may rebel against the emergency measures until we or those close to us become war casualties and then our rebellion seems futile.  A pandemic is a wartime culture.

Wartime builds alliances and in the Time of COVID professional associations can be an educator’s best source for multi-alliances.  These alliances are necessary because wartime culture quickly disorients everyone into “we and they” groups and “me, all alone”.  Traditional and distinguishing differences between groups in our schools – teachers, administrators, office staff, custodians, food service, drivers, children, parents and community residents – want to remain although their continuation can paint people into actions and statements which may seem oppositional to each other.  The real and perceived threats of COVID to the personal health, the financial health, the community health, and the professional health of every person becomes the most important issue for each person – personally.  While the war against COVID is waged widely in every community in our nation, its impact is unbelievably personal.  Every person has a valid right to say “COVID or the threat of COVID has affected me/my …”.  No one is unscathed.

Professional association helps us gain perspective by aligning our circumstances and stories with others who work “in our shoes”.  They tell us that, indeed, we are not alone and that others like us are scathed yet continue to do our work toward a non-COVID future.

What do we know?

Professional associations abound for educators.  There are national associations with state affiliations for every educator depending upon professional assignment, subject area specialty, school level, and student disaggregation.  I want to quickly acknowledge the national and state associations and move to the more essential value of local and in-school associations.

A quick Google provides these examples of national associations for educators. There are hundreds more.

  • National Science Teachers Association
  • NEA
  • American Federation of Teachers
  • Council for Exceptional Children
  • International Reading Association
  • American Educational Research Association
  • AASA
  • NASSP
  • NAEP
  • WASB
  • ASCD
  • Phi Delta Kappa
  • National Art Education Association
  • American Association of Physics Teachers
  • Association for Middle Level Education
  • National Council for Teachers of English
  • National Council for Teachers of Mathematics
  • National Council for the Social Studies
  • National Association for Gifted Children
  • ASCD
  • American Association of School Librarians
  • ISTE

Read, watch, listen, and engage.  Our ubiquitous, digitized world allows us to be professionally connected wherever we are.  I, for one, read/watch/listen and write every day.  Most often, I am not able to mass my minutes to do so.  I use the odd 10 to 20 minutes throughout the day to start, stop and finish an article in a journal, podcast, audio clip, YouTube, or post.  My IPad and phone keep me professionally connected.

More importantly for in-school educators!!

It is the in-school, down-the-hall, faculty and staff associations that will carry an educator through the pandemic.   No one in a professional association’s editorial offices knows your working conditions like the person in the classroom, office, or workstation next door to yours.  Professional publications inform, uplift, and motivate.  But, no one outside your campus understands exactly how your Pandemic Plan affects your daily ability to do your professional work and how it affects you – professionally.

Why is this thus?

I am reminded of the binding camaraderie that develops when first-year teachers enter a school or when a first-year educator bonds with an experienced mentor.  The group of first-year teachers find each other and share with each other in ways that transcend friendship.  In their immediacy, it is the sense of a common rookie status to create each person’s professional entity.  Rookies flock together because us they lack the assumptive knowledge that comes with experience.  They build their knowledge by talking and sharing with each other.  In later years, the sense of trust derived from their rookie seasons keeps them close as professionals. 

This binding also takes place when a person new to an assignment aligns with an experienced mentor.  Their connections transcend time.  My mentor of 50 years ago and I still share e-stories.  We have insider knowledge and history that no one else shares.

I observe this camaraderie among teachers, custodians, secretaries, teacher aides, principals, district office staff – it is universal.  It is personally and professionally essential.

Every educator is a rookie in this pandemic.  No one has assumptive knowledge based upon prior pandemic experience and all are seeking mentors.  This pandemic requires educators to build their camaraderie through the personalized and everyday reality of facing and overcoming large and shared problems.  The insider relationships fashioned now will blossom even more in the post-pandemic.

To do

  • Re-establish the strengths of best collegial practices.  Tell others what you are doing, how you feel about your work, and how you are dealing with the pandemic pressures.  The root definition of the term collegial is a shared responsibility among colleagues or peers.  Today, it is a responsibility to share.  Stressful times call for an increase in collegiality not a decrease.  Talk to each other, if not in person through phone calls, text messages, and e-writing.  Colleagues talk with each other.
  • Move from collegial to camaraderie – there is a difference.  Colleagues live in the professional world and comrades live in a more personalized professional world.  The pandemic is making every story very personal.  Mind the difference and use it to your mutual benefit.  You will not be comrades against the world, but comrades against the ways that COVID are causing you to work as educators.  This commonality helps to allay the feelings of separation and working alone.
  • Be strengthened by the affirmation of your peers.  Most Pandemic Plans create closed office and classroom doors with little to no opportunity for physical proximity.  There is no gathering in a common prep area, a lunchroom, or a staff meeting room.  Hallway and parking lot talk are not inappropriate – just not safe.  Take time to share your professional work with others and listen/watch others share with you.  This is no time for silent observation – affirm each other’s work.  The more you affirm others, the more affirmation you will receive.
  • Build trusted and reliable voices.  In our state, teacher unions and local associations helped to build professional connections.  While legislation neutered unions, it was not a death knell to the need for professional collectivism.  Educators may not choose to certify in order bargain as a group, but they can join as a professional voice.  The isolation caused by mitigation protocols that demand isolation can give rise to misunderstandings and misinterpretations.  Trust requires conversation.  Conversation requires a willingness to speak and to listen. Trust your collegial voices.
  • Work in the big picture window.  The first order of schooling is to educate children.  All other discussions support that order.  There really are no “Yes, buts…”.  Accept this and then work out the details. 
  • Build the future.  Schooling in the post-pandemic will not snap back to the pre-pandemic.  New knowledge, skills, and dispositions about education are developing and these will need to be accommodated in post-pandemic education.  Professional voices will be necessary to sculpt this newness into future practices.  If we can bring our collegialism, camaraderie, best and affirmed practices, collective voice, and big picture thinking to these issues, a post-pandemic education will serve our communities and their children well. 

The big duh!

The pandemic will subside due to the alliances of medical resources and the alliances of people committed to living and working through a war on a disease.  The devastating tragedies of death and illness will be mourned for years to come.  Honoring and never downplaying these, today’s children require all educators to stay the distance.  Their future depends upon the quality education we provide during the pandemic.  The quality of our associative work today has a direct bearing on the education of these children.