Providing Feedback throught the ACT Framework

unknownAt #NCE17 this week, I was able to attend a session Improving Leadership Performance – 5 Tips to Maximize Your Leaders’ Potential faciliated by Mark  Reardon, a former administrator and Lead Education Consultant for Quantum Learning.

Mark spent time through the session helping us understand a formula for efficacy which includes consistency, confidence, competence, and effort.  As leaders, we have the greatest impact on our supervisees’ competence. We hire individuals with the knowledge, dispositions, and skills which best meet our organization’s culture. We provide professional learning opportunities. We engage in conversations about our practice. Most importantly, we provide feedback.  There is much research about feedback being “timely, specific, and actionable.” But, Mark shared a specific tool to help us as leaders give meaningful feedback to our colleagues.

My biggest takeaway from the session was the ACT framework for feedback.  When providing feedback, Mark encouraged us to identify the action, include the characteristics, and highlight our target (or goal).

For example…

Action – I noticed you… or You___…

Characteristics – You displayed empathy when… or You thought carefully when…

Target – This helps us further our goal of… or This will help us to …

So, for example, let’s say a principal evaluates a teacher. In the post-conference evaluation form, the principal articulated clear commendations and recommendations based on the narrative of the observation.

As a leader, I could provide specific feedback along the lines of …

“John, I noticed on your evaluation of Ms. Smith, you provided clear recommendations for improving student engagement. You thought critically about her instructional practice and personal philosphy and made targeted recommendations which she can use to grow professionally. Improving instruction and student engagement helps us meet our goal of increasing student achievement.”  Imagine the power this has over “Good job on that evaluation!”

What other strategies do you have for providing specific feedback in order to improve competence of our leaders?

Using Social Media to Tell Your Story – A Panel at #NCE17

screen-shot-2017-03-04-at-10-07-30-amAt #NCE17 this week, I had the opportunity to participate in a panel discussion (Using Social Media to Tell Your Story) for Superintendents and school leaders across the country. Here are a few of the ideas I shared.

Start with the why. Take the time to establish your goals with social media use.  Why do you want to use it? Who will be using it?  What benefits will using social media afford your organization?

Identify and mitigate the barriers. What are your operational challenges? What are your mindset challenges?  Each context will have different challenges; here are a few we navigated.

Create your accounts on the platforms which best serve your constituents. Who is your audience? What tools does your audience already access? Who will have administrative rights to post on your organization’s behalf?  In Salisbury, we use multiple venues, and multiple people have access.  Our Director of Athletics and Activities is our most active poster!    Most of our social media use is through Facebook and Twitter. If families don’t have accounts, they can view our streams on our website – salisburysd.org.

Ensure you have the appropriate policies.  Consult with your experts and board to create (and/or update) board policies and guidelines (Acceptable Use, Social Media for Students, Social Media for Employees, etc.)  View our policy here.

Build capacity for sharing.  If you are using Twitter, offer workshops for parents, teachers, and leaders so they can learn to use the tool.  Talk about your why and uncover mindsets about social media use. When we had a snow delay a couple of years ago, Randy Ziegenfuss and I conducted an impromptu Twitter workshop for our leaders who reported on time.   Recently, Ross Cooper helped our admin team set up IFTTT accounts so our leaders could share to multiple venues at one time.  Leaders offered a parent workshop on Twitter during a building open house. How can you create opportunities for formal and informal learning for your stakeholders?

Model the Way

As a district leader, I know I need to model the way as a lead learner.   As leaders, we need to help others understand what these ideas look like in practice and why the work is valuable. My goal is to tweet a photo from one of our schools every day.  I also check the district hashtag every day and retweet some of the postings. I co-host a podcast  (TLTalkRadio,org) with my superintendent, Randy Ziegenfuss. As a district, we use a blog (www.salisburysd.us) to promote ideas and current events. How can you model the way in your organization?

Publicize your tools.  We need to ensure our stakeholders know how to access the tools which were selected.  Create a social media card and share it in school offices.  Visit open houses, PTO meetings, etc. to promote the use of social media.

Each panel member shared her ideas, and then there were several questions asked of the panel.  One of those questions was, “What were your lessons learned?”  As I thought about this question, I reflected on one key lesson we learned.  When we first started using Twitter, we used two hashtags (#stsdfalcons and #stsdlearns). Soon, we have teachers and leaders asking why we had a different hashtag for academics and activities.  As a result, we rebranded ourselves with one hashtag – #YourSalisbury!

What lessons have you learned along your journey of telling your district’s story?

3 Ways to Get More out of Conferences

logo_headerThis week, teachers and leaders from Salisbury Township School District attended PETE&C, Pennsylvania’s  Education and Technology Conference, in Hershey, PA. Professional conferences can be valuable learning experiences, and they often require a significant investment of human and/or financial resources? How can you make this human and financial investment meaningful for your district?

  1. Before the conference – Prepare! 
    1. Build the team who will attend.  Hopefully, your team will include some veteran attendees as well as first-timers.  Additionally, if possible bring a team which is comprised of teachers, building and district leaders, and even relevant support staff.  In the past, we have brought members of our tech support staff to this conference.  Conferences can be a great venue for learning together!
    2. Plan and provide all “operational” details.What are the details teachers/leaders need to know? Are there hotel reservations or reimbursement details they need?  What information can you provide ahead of time in order to avoid confusion later? For example, I provide a list of district-led presentations, information about limits/reimbursements for meals, etc.
  2. During the conference – Engage! 
    1. Embed opportunities to develop your relationships and connect with each other.
      So what does this look like?  Maybe there is a central meeting place in a lobby where teachers can meet and share informally.  Perhaps it is possible to schedule a lunch where everyone can meet and debrief their learning.
    2. Support your teachers/leaders who are presenting. Take the time to participate in presentations which your teachers/leaders are facilitating.  Share their work through a quick tweet with the conference hashtag.  Celebrate your presenters!  Provide positive feedback and offer to have a reflective conversation about their presentation. (I like to send a handwritten follow up note to our presenters. Hand-written notes can go a long way!)
    3. Attend Keynotes together. This is easier said than done… Sometimes seating can be an issue. Plan ahead and meet in the same spot each day or ask the early-birds to save a row for your team.
  3. After the conference – Empower!
    1. Provide opportunities to share your learning and build capacity.
      How can others in your district benefit from this team’s attendance?  Can you provide opportunities to share during faculty  meetings, morning meetings, Summer Academy sessions department meetings, etc.?  As a leader, how do you model the way?
    2. Allocate resources to support attendees’ learning. Hopefully, attendees will return from the conference motivated and eager to implement what they learned. How can you allocate some financial and human resources to encourage this risk-taking?  Sometimes a small investment can result in additional intrinsic and/or extrinsic motivation.

What other strategies do you have to make the most of professional conferences?

 

Leading #YourSalisbury – Session #2

screen-shot-2017-02-11-at-4-47-09-pmIn a previous post, I shared our vision and some background on the Leading #YourSalisbury professional development cohort.  Although I am leading the cohort, two of my colleagues (Randy Ziegenfuss, Ed.D. and Ross Cooper) are also supporting the work.  The collaborative effort makes for a higher quality professional learning experience!

During our second Leading #YourSalisbury whole team session, we focused on developing a shared understanding of our Learning Beliefs. Prior to getting started, we reviewed our work from our previous session together.  We celebrated our successes and challenges with developing a shared understanding of our Profile of a Graduate and 4Cs. Each school shared its work so we could all benefit from our colleagues’ learning!  The sharing process also served as an informal formative assessment for our planning team.

We asked teams to work together and develop a Frayer Model for one of the beliefs (open-walled, personalized, learner agency, and socially embedded).  The graphic organizer asks the learner to create a definition, characteristics, examples, and non-examples.  By creating these graphic organizers we were able to assess where the group’s thinking is at this time.  (We actually created these by building teams. If I were to do this again, I would use mixed grade level groups for these conversations. I think the responses would include more diverse perspectives.)

We will meet with individual building teams to clarify their learning and help them determine how they will share this content with their faculty and staff. I am hoping this shared leadership will lead to shared ownership.

Here is what our teams developed!  I am looking forward to seeing how these ideas evolve over the next couple of years.

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Developing Communication Systems

screen-shot-2017-02-10-at-5-36-33-pmIn January, my colleague (Randy Ziegenfuss, Ed.D.) and I presented at PA’s Association of School Administrator’s New Superintendent Academy. The focus of our presentation was district communication systems.  What are communication systems, and why are they important?

We began our conversation by surfacing four key questions.  We asked participants to think about these questions through their individual contexts. Resources, culture, attitudes, perspectives, perceptions, etc. could all affect how one leader responds to these questions.

  • Who are our/your stakeholders?
  • How do we/you communicate with different groups of stakeholders?
  • How can systems promote consistent, efficient and effective communication?
  • How do effective communication systems improve school culture?

We then shared ideas for communicating with some of our key stakeholders:

Students – How can you engage with students?  Think Facebook, Instagram, and Twitter!  Our students even have in-district gmail accounts.  Social media and virtual communication can be efficient, but it is also important to have face-to-face communication with students. I volunteer as a Mystery Reader, participate in a quarterly Superintendent Advisory Council, and even visit the school cafeterias.  The past two years our administrative team completed Shadow a Student!

Faculty/Staff – It is easy to become distanced from the faculty and staff, and I make time to engage formally and informally.  I try to walk through each of our buildings once per week. I share blog posts about successes teachers are experiencing. Click here to view a recent blog post which celebrates School Counseling Week. I will often jot a quick hand-written note to faculty members thanking them for their work. For example, today a special education teacher told me she spent her snow day reviewing some IEPs.  I sent her a tablet with a handwritten note as the top sheet. Randy and I conduct quarterly faculty meetings.  We share updates and invite teachers to ask questions – all to keep the lines of communication open!

Administrators – I really value the relationships I have with our administrators.  I work hard to communicate effectively and be responsive.  We have implemented a couple of structures – monthly administration team meetings and  monthly one-on-one check-in meetings. Additionally, I try to stop by the buildings and spend some time informally hanging out in the office.  This gives us time to catch up, explore any current challenges, and develop our relationship.  We did try to use Voxer with our team, but it did not fit our needs, and the team did not value using another tool.

Board Members – Communicating with the board is essential to developing trust.  Our board works diligently to allocate resources for our students. They ask thoughtful questions, share perspectives, and make difficult choices in the best interest of the organization.  We spend time with committee chairs prior to each meeting so there are no surprises on the agenda. In addition to a written bi-weekly report, we collaboratively share an update each month during the Superintendent’s report at the Board meeting.  We also invite our board to our state School Board conference and spend time learning together.

Parents – I have spent a lot of time getting to know our parents over the last couple of years. I visit the parent drop-off/ pick-up lines at the elementary schools, attend PTA/PTO meetings, speak briefly at all Open Houses, and participate in Coffee and Conversation with Randy and parents.  It is my hope that all parents know who I am and are willing to contact me if they have a question, concern, or compliment!

Associations/Unions – We have two unions in our district (teachers/professional and support staff). We have strong relationships with both of our unions. Meeting with the leadership informally every month keeps the lines of communication open! When there is a concern or issue, either side shares the challenge and we discuss solutions together.

Effective communication is one strategy to develop strong relationships with stakeholders. Click here to view our collaborative presentation on developing communication systems. Who are your stakeholders, and how can you develop systems to communicate with them?

Five Ways to Involve Students at Board Meetings

screen-shot-2017-02-11-at-4-50-15-pmDo you want to give your board members a glimpse into your classrooms? Maybe you schedule tours or board visits each year.  Here are five more ways students can engage regularly with your board members!

  1. Start with the Pledge of Allegiance. Do you say the Pledge of Allegiance at your monthly meeting? If so, why not invite two elementary students to help you?  Students have the opportunity to speak in front of a larger group/authentic audience, and your Board gets to see the students in action!
  2. Conduct special recognition ceremonies. Each month, find some students to recognize at your regular board meeting. Add a standing agenda item – Special Recognitions/Presentations. Invite local legislators sometimes too!  For example, we have recognized PA State Tennis Champions, Widener Leadership Scholarship Award Winners, etc. If you have press at your meetings, they may cover the story and extend the celebration to the community.
  3. Provide student activity reports! Invite students to share what is happening in their buildings.  This only takes a few minutes and Board members get to hear the enthusiasm and excitement the students have for their learning.  Monthly, we invite elementary, middle, and high school students to share information about recent events, upcoming events, and fundraisers.  The Board really enjoys hearing first-hand from our learners.
  4. Involve them in Board Appreciation month!  Our students participate in Board Appreciation Month in January. They create cards and art work, bring treats, and warm our board members’ hearts with kind words and creative illustrations.
  5. Highlight each school once per year! Each of our schools hosts a Curriculum and Technology sub-committee meeting once per year.  This provides board members the opportunity to visit the schools.  One of the first few agenda items is a spotlight on the school. (This typically takes 15-20 minutes.) For example, last year our High School counselor highlighted our Dual Enrollment program.  Our middle school students shared a recently created MakerSpace and Student Lounge.  Each school highlights something different, and typically these presentations are all student-led. Parents are also encouraged to attend and participate.

Providing these opportunities not only engages the Board, but it also engages more parents at our meetings. Students have the opportunity to plan and deliver a short speech for an authentic audience!

How else could we engage learners in our board meetings?

Leading #YourSalisbury – Session #1

screen-shot-2017-02-11-at-4-56-58-pmDuring the 15-16 school year, my colleague – Randy Ziegenfuss, Ed.D., and I led a year-long visioning process.  We asked stakeholders this question.

  • What knowledge, skills, and dispositions do we want Salisbury students to possess when they graduate?

We used the data from multiple sources and developed a Profile of a Graduate and Learning Beliefs for our school district, Salisbury Township School District (STSD).

During the 16-17 school year,  we created a Leading #YourSalisbury cohort which was formed at the district level and comprised of four building leadership teams.  We are sharing the implementation of this process to the building leadership teams which includes approximately four teachers and the building leader(s).  We intend to meet as a full cohort three times (October, January, and May.)  Although I am leading this, Randy and another central office colleague, Ross Cooper, are also facilitating a portion of the professional learning.  After spending 15-16 developing the vision, we have three main goals for 16-17.

  • To build a shared understanding of the STSD Profile of a Graduate
  • To build a shared understanding of the STSD Learning Beliefs
  • To build a shared understanding of the 4Cs.

At our first session in October, we developed schema about the Profile of a Graduate and the 4Cs.  We used materials from p21.org and EdLeader21. We then met with individual building teams  for a half-day in their respective buildings to support them as they made connections to their context and prioritized learning for their staffs. Individual building principals developed agendas and the three of us supported their work. During the half-day building workshops, we shared takeaways and planned the professional learning the building teams would conduct with their respective faculties.

At our first whole group session, we provided resources related to the 4Cs.  Here are a few of my favorites!

Additionally, we curated resources and shared them with our department chairs.  Department chairs embedded conversation and sharing related to the Profile of a Graduate in their regular department meetings.  We want these ideas to permeate our school culture.

Uncovering the Uncommon Dots – Visioning for TL2020

We know developing a vision is critical to moving an organization forward in its practice.  When developing a vision, leaders need to engage in a collaborative process.  The process needs to be inclusive of multiple stakeholders (parents, students, teachers, leaders, and community members.

My colleague, Randy Ziegenfuss, Ed.D., and I collaboratively led our visioning process  for Salisbury Township School District during the 15-16 school year.

When meeting with various groups of stakeholders, we asked the same two questions:

  1. What are the skills, knowledge/literacies and dispositions our graduates will need to be successful?
  2. What kinds of learning environments will best foster the development of these competencies and qualities?

Learn more about the details of our process in this interview with Dr. Rod Berger on EdCircuit .  You can also learn more by listening to our co-hosted TLTalkRadio podcast.

While we were reading the texts, we had a parallel professional learning opportunity for teachers across the district.  Our Innovate Salisbury teachers met once per month. During these meetings, they participated in professional learning, took risks as they implemented mini-projects, and learned while reading mentor texts. We also engaged experts and thought-leaders in educational innovations through the TLTalkRadio podcast. On our podcast, you can listen to 35 experts talk about uncommon dots in education.

The final products of this visioning work are two documents – Profile of A Graduate and Beliefs About Learning. Full-size sketches can be accessed here.  These sketches were designed by Christy Brennan.

Profile of A Graduate

In order to realize this Profile of a Graduate, we will need to reflect on our classroom instruction.  We need to analyze how our thinking about learning beliefs has evolved. Our newly envisioned learning beliefs are organized around the 5-pillar “north star” developed by Education Reimagined in their recent white paper, A Transformational Vision for Education in the US.

05 Salisbury 5-Blue
Click on the image to link to a detailed list of Salisbury learning beliefs.

How do we move forward?

Our main focus for this year is tri-fold.  With all of our stakeholders, we need to build a shared understanding of our Profile of a Graduate, Learning Beliefs, and the 4Cs.  This will look different in every building.  To support these goals in the buildings, we developed a Leading #Your Salisbury professional learning community.  This professional learning community is comprised a leadership team from each building. The team will meet as a district team several times this year. Additionally, central office staff will support building teams with action planning in  between the whole group meeting dates.

Randy Ziegenfuss and I shared this process at the 2016 PASA/PSBA School Leader Conference.

 

What are you giving up in 2016?

Screen Shot 2015-12-30 at 1.45.46 PMAs we are off from school for the holiday break, I find myself with more time to peruse Facebook! I recently saw this post from Brendon Burchard.  His message caused me to think about what I am willing (or need) to give up in 2016.  What old idea am I willing to discard? What habit is not productive? What fear will I move past?  What concern for ego do I need to let go? I have several personal and professional goals for 2016, and it makes sense that I need to “free up some whitespace” to reach those goals.

Do you agree we need to let go of something in 2015 in order to make room for the “new” in 2016?