Top Banner
I owa administrators recently met with lawmakers both in D.C. and Des Moines. SAI held its annual legislative reception March 13 at the Capitol to continue to stress the importance of setting Supplemental State Aid for FY 16 as required by law. Members also fielded questions from legislators on the Iowa Core. SAI President Patty Morris of Corning and NAESP State Representative Chad Shook of Lawton-Bronson were Iowa’s represen- tatives at the recent NAESP National Leaders Conference. Morris and Shook met with Iowa’s Congressmen to advance an agenda which comprises strategies to strengthen federal policies for the nation’s prin- cipals, including boosting funding for principals’ professional development, pressing for fair and objective princi- pal evaluation systems, and focusing on accountability systems that consider student growth. AASA and NASSP will also hold legislative advocacy events during the summer at which Iowa will be represent- ed. lllllllllllllllllllllllllllllllllllllll- lllllllllllllllllllllllllllllllllllllll- lllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllll Advocating for Education Talking with policymakers School Administrators of Iowa April 2014 Linking Leadership & Learning Report SAI 2014 Annual Conference to Feature Sessions on Classroom Assessment and Grading T im Westerberg served as a high school principal for 26 years, the last 20 of which were at Littleton High School in Littleton, Colo. Prior to entering school administration, Dr. Westerberg taught social studies and coached at the high school level in Illinois and Iowa. Attend the SAI Annual Conference August 6 to hear Dr. Westerberg address: Classroom Assessment and Grading 101: Traditional Grading Practices are Objective and Other Myths This session will begin with the claim that classroom assessment and grading practices in most schools in this country, including in Iowa, are inaccurate and inconsistent and thus grossly unfair to students. Seven highly questionable traditional grading practices, common in most schools in this country, will be explored in support of this claim. Participants will gain an understanding of the realities of the cur- rent “point system” and be equipped to continue the classroom assessment and grading conversation at their schools. Classroom Assessment and Grading 201: Moving to Standards-Based Grading This session is for educators who have already begun the classroom assessment and grading conversation in their school or district and are interested in either beginning or continuing the move to standards-based grading. Research-based strategies developed by Robert Marzano for establishing a system of standards-based grading that capitalizes on the power of formative assessment will be explored in detail. Designing classroom assessments, using a scale (rubric) that measures learning over time and that encourages learning, and determining final scores and grades in a way that is consistent and fair to students will be emphasized. In addition, questions and challenges typically raised by defenders of the assessment and grading status quo will be identified and addressed. If you’re considering or are having these conversations in your district, plan to attend one of Dr. Westerberg’s sessions. NASSP members may access the article Moving to Standards-Based Grading featuring Dr. Westerberg’s work at http://bit.ly/PcXOUo. Principals visit the Hill during the National Leaders Conference in D.C. Solon Superintendent Sam Miller and Grant Wood Chief Administrator Joe Crozier meet with Sen. Bob Dvorsky.
8

Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

Sep 05, 2020

Download

Documents

dariahiddleston
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

Iowa administrators recently met with lawmakers both in D.C. andDes Moines. SAI held its annual legislative reception March 13 atthe Capitol to continue to stress the importance of settingSupplemental State Aid for FY 16 as required by law. Members alsofielded questions from legislators on the Iowa Core. SAI President Patty Morris of Corning and NAESP State

Representative Chad Shook of Lawton-Bronson were Iowa’s represen-tatives at the recent NAESP National Leaders Conference. Morrisand Shook met with Iowa’s Congressmen to advance an agenda whichcomprises strategies to strengthen federal policies for the nation’s prin-cipals, including boosting funding for principals’ professional development, pressing for fair and objective princi-pal evaluation systems, and focusing on accountability systems that consider student growth.AASA and NASSP will also hold legislative advocacy events during the summer at which Iowa will be represent-

ed.

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ll l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ll l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ll l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ll l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ll l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l

Advocating for Education

Talking with policymakers

SchoolAdministratorsof Iowa

April 2014 Linking Leadership & Learning

Report

SAI 2014 Annual Conference to Feature Sessions on Classroom Assessment and Grading

Tim Westerberg served as a high school principal for 26 years, the last 20 of which were at Littleton High School inLittleton, Colo. Prior to entering school administration, Dr. Westerberg taught social studies and coached at the

high school level in Illinois and Iowa. Attend the SAI Annual Conference August 6 to hear Dr. Westerberg address:

Classroom Assessment and Grading 101: Traditional Grading Practices are Objective and Other MythsThis session will begin with the claim that classroom assessment and grading practices in most schools in this country, including in Iowa,are inaccurate and inconsistent and thus grossly unfair to students. Seven highly questionable traditional grading practices, common inmost schools in this country, will be explored in support of this claim. Participants will gain an understanding of the realities of the cur-rent “point system” and be equipped to continue the classroom assessment and grading conversation at their schools.

Classroom Assessment and Grading 201: Moving to Standards-Based GradingThis session is for educators who have already begun the classroom assessment and grading conversation in their school or district and areinterested in either beginning or continuing the move to standards-based grading. Research-based strategies developed by Robert Marzanofor establishing a system of standards-based grading that capitalizes on the power of formative assessment will be explored in detail.Designing classroom assessments, using a scale (rubric) that measures learning over time and that encourages learning, and determiningfinal scores and grades in a way that is consistent and fair to students will be emphasized. In addition, questions and challenges typicallyraised by defenders of the assessment and grading status quo will be identified and addressed. If you’re considering or are having these conversations in your district, plan to attend one of Dr. Westerberg’s sessions. NASSP members

may access the article Moving to Standards-Based Grading featuring Dr. Westerberg’s work at http://bit.ly/PcXOUo.

Principals visit the Hill during the National Leaders Conference in D.C.

Solon SuperintendentSam Miller and GrantWood Chief AdministratorJoe Crozier meet with Sen. Bob Dvorsky.

Page 2: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

President Patty Morris, elementary principalCorning Community School [email protected]

President-elect Deron Durflinger, superintendent / secondary principalVan Meter Community School [email protected]

Vice President Tim Kuehl, superintendentClear Creek Amana Community School [email protected]

Past President Roark Horn, chief administratorAEA [email protected]

AASA Governing Board MembersTim Kuehl (SAI vice president, see information above)

Ed Klamfoth, superintendentWaverly-Shell Rock Community School [email protected]

Theron Schutte, superintendentBettendorf Community School [email protected]

NAESP State Rep. Chad Shook, principalLawton-Bronson [email protected]

NASSP State Coordinator Justin Gross, principalNevada High [email protected]

Business Manager Cyndi [email protected]

Communications Director Tracy [email protected]

Executive Director Dr. Dan [email protected]

Government Relations Director Dr. Tom [email protected]

Legal Services DirectorMatt Carver, [email protected]

Professional Learning DirectorDr. Dana [email protected]

Program AssistantAmy [email protected]

Program AssistantCheri [email protected]

Receptionist/SecretaryDebbie [email protected]

School Administrators of Iowa12199 Stratford Drive, Clive, IA 50325-8146Phone: (515) 267-1115 l FAX: (515) 267-1066www.sai-iowa.org Follow SAI on Twitter - @sai_iowa

2

National Representatives

SAI Staff

SAI Officers

Supporting Principals in Evaluation

SAI conducted a survey of administrators in January in regard to evaluation. Some ofthe survey results were published in the February SAI Report. The results will also be

shared with the legislatively appointed Council on Educator Development which ischarged with making recommendations to the Iowa Legislature around teacher andadministrator evaluation systems.The survey indicated that Iowa principals felt their highest needs were development

opportunities around dealing with marginal staff members and the blending of coachingand evaluation. As the new teacher leadership systems are implemented in the next threeto four years, the use of teachers as coaches will be an important area of growth.The topic of how to best support principals in their evaluator role is an issue at the

national level as well. NAESP and NASSP have issued a report titled “SupportingPrincipals in Implementing Teacher Evaluation Systems.” The report mentions a series ofconcerns related to a principal’s ability to implement effective teacher evaluation models:

• Lack of evidence that the majority of a principal’s time spent on teacher observa-tions will lead to improved instruction and learning• Insufficient training to complete teacher evaluations that will allow principals to dif-ferentiate performance and engage in a high level of instructional coaching• Unclear or narrowly defined rubrics for observations• Insufficient feedback mechanisms or ways to support meaningful principal-teacherrelationships• Inadequate time provided during the school year for principals to conduct substan-tive, meaningful teacher evaluations and instructional coaching that will lead toimproved teacher performance

A quote from the report reinforces the time problem facing principals:Among the many issues for principals, the time factor has emerged as an overwhelm-ing concern, particularly as districts continue to eliminate assistant principals andother instructional support positions. A February 2013 survey of NAESP and NASSPmembers found that a substantive teacher evaluation requires 11-15 hours per teacherover the course of the year. On average, principals manage 10-40 staff members insmaller schools and upwards of 60 personnel in larger schools. The ability to providean accurate and actionable evaluation for every teacher poses a growing dilemma forprincipals given their full range of responsibilities.

The report goes on to make the following recommendations:• Require states and districts to spend at least 10 percent of Title II funds from theElementary and Secondary Act on high-quality professional development tied to newfederal reforms that have changed school leadership roles and responsibilities.Currently less than 4 percent of Title II funds are spent on principal professionaldevelopment.• Provide high-quality training, credentialing and ongoing professional developmenton teacher evaluation for principals. States and school districts must include trainingfor principals on best practices for instructional coaching, including how to improvetheir ability to mentor and coach teachers to build their capacity to improve. Withoutinstructional coaching, there is no mechanism to support growth and improvementof teacher performance within the evaluation systems.• Respect the professional judgment of principals in the teacher evaluation process,and ensure sufficient opportunities for principals to provide direct feedback on theteacher evaluation models to verify that the evaluations are leading to improvedteaching and learning in schools. • Reduce the number of observations required for teachers who demonstrate effective-ness and focus their evaluation on professional growth plans to maximize the time forprincipals to engage in instructional coaching. • Provide consistent funding for schools to hire assistant principals and other schooladministrators who provide direct support for teachers in every elementary, middle

l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l lExecutive Director’s Message from Dan Smith

Page 3: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

InBrief

3

REPORT

The SAI Report is published for associationmembers and selected community and businessleaders by School Administrators of Iowa. Theviews expressed in the SAI Report do not neces-sarily reflect SAI opinion nor does acceptance ofadvertising imply SAI endorsement.

Your comments and suggestions are welcomed.Tracy J. Harms, editor

At the March meeting, the SAI Representative Council:l discussed the recent Teacher Leadershipand Compensation grant awards and theupcoming April 15 Council on EducatorDevelopment meeting;

l reviewed the February financial state-ments;

l heard about a recent Mentoring andInduction Committee meeting duringwhich members discussed the value ofadditional support for second-yearadministrators. The online MentoringMatters resources were also noted;

l was informed of the June 12 LaunchingTeacher Leadership: An Institute forTeacher Leaders and Administratorsevent, which is part of a series of profes-sional learning opportunities, includingOct. 16 and Nov. 11 sessions with SteveBarkley;

l was provided with materials for the 2015Administrator of the Year award nomi-nations;

l received updates from national represen-tatives on the AASA and NASSP confer-ences as well as the NAESP NationalLeaders Conference focused on educa-tion advocacy;

l further discussed the upcoming SAIDistrict restructuring;

l engaged in a learning component to pro-vide a preview of the Annual Conferenceand review the work of the ThoughtLeaders;

l was asked for Friend of the Associationnominations.

UpcomingUpcomingEventsEventsApril15 - Spring Legal Lab, SAI Office, Clive- registration has closed18 - Effective Facilitation: Better staffmeetings. Better PD., SAI Office, Clive

June10 - Leading Educational Change:Strategies to Bring Everybody on Boardwith Todd Whitaker, SAI Office, Clive 12 - Launching Teacher Leadership: AnInstitute for Teacher Leaders andAdministrators, FFA Enrichment Centeron the DMACC Campus in Ankeny18 - Employee Discipline in anEducation Environment, Module 1:Types of Employee Discipline, SAIOffice, Clive 19 - Employee Discipline in anEducation Environment, Module 2:Grounds for Employee Discipline, SAIOffice, Clive 20 - Employee Discipline in anEducation Environment, Module 3:Executing Employee Discipline, SAIOffice, Clive

Register online for events at www.sai-iowa.org/events.cfm

Legislative Notesfrom Gov’t. Relations Director Tom Narak

The 2014 legislative session is scheduledto be completed by April 22. It appears asthough there is incentive for the legisla-tors to end the session early. Most legisla-tors are interested in getting back to theirhome districts to start campaigning forthe fall 2014 elections.The major educational reform initiative

that was approved in 2013 saw some fine-tuning this session, but nothing majorwas accomplished through education leg-islation this year. As the saying goes, it’snot over until it’s over, so don’t give up onthe issue of growth for FY 16. It does notlook like anything positive will happenthis session, but it never hurts to keep try-ing.Be sure to invite your legislators into

your schools this spring and fall. Themore experiences they have in publicschools, the better their understandingwill be about the important issues thatyou are facing as school leaders.Thanks for your great work for the stu-

dents in your schools.

and high school. • Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts and schools to improve instruction andlearning. Teachers should develop personal learning plans that are tailored to meetindividual professional development needs and support the school improvement plan.• Provide principals with effective technology and related tools to facilitate efficientobservations and support them to disseminate timely feedback to teachers as well aspersonalize professional development and learning opportunities.

These recommendations will be considered by the Council on Educator Development.The Council will need to include meaningful approaches to the dilemmas of limited timefor teacher evaluation and administrator learning around best practices.Iowa has a unique opportunity to incorporate teacher leaders in the support system it

designs for instructional improvement. Evaluation must be viewed as a part of this system,but not as the centerpiece of the system. Evaluation must serve as a component of theinstructional improvement process and not primarily as an accountability system.

Kris Wolzen, Mississippi BendAEA (3-29-14)

In Memoriam

Evaluation- cont. from page 2

Page 4: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

4

As a parent of four children in elementary, middle and high school here in the great state of Iowa, I appreciate the work you educa-tors do. Having said that, I’m not sure our family will be needing the assistance of higher education for our two youngest kids:Rockne, a second grader (hey, it was a family name. Really. Okay, it was a nice coincidence.), and Max, a seventh grader. Within

the last week I learned that they both have things worked out for the future. So here’s how the separate conversations went:Rockne: Dad.Me: What, Rockne?Rockne: I know what I want to do if I’m not a professional soccer player when I grow up.Me: What’s that, Rockne?Rockne: I’m going to be a movie star.[Well, that just saved his mother and me some serious money.]

And for the seventh grader …Max: I’m going to be a billionaire when I get older.Me: How are you going to that?Max: I’m going to be a professional singer.Me: That’s great Max, but you know that even professional singers don’t become billionaires?!Max: Then I’m going to invent something … and boom. Billionaire.Me: That’s nice Max, please remember your mother and me.

There you have it. So again, I appreciate your hard work, but I don’t know how much the Carver clan will really need you from here onout.Sincerely, our family has not only benefitted from great educators, but also from some outstanding volunteers in our schools over the

years. In recent weeks I have received a particularly large number of calls and emails regarding volunteers, so I thought I might take acrack at a couple of popular questions.

Q: Are we required to perform background checks on volunteers in our schools?A: While Iowa law requires schools to perform background checks on school employees, to include contracted employees, it does notrequire school officials to perform background checks on volunteers. Having stated that, some of your districts undoubtedly have districtpolicies regarding volunteers, and those policies might reasonably require background checks on volunteers or some subset of volunteers.If you do not currently have a policy in place, you might consider looking into the background of volunteers who are more likely to haveone-on-one access with students as part of their volunteer activities. For instance, if you are not going to perform background checks onall of your volunteers, I would be more inclined to check into a volunteer who will be serving as a coach with the high school track teamor as an assistant in an elementary classroom, than I would to check the background of a parent who is helping put streamers and otherdecorations up in the gym for this year’s post prom.

Q: Should we use volunteers to supervise students?A: Volunteers may serve as excellent supplemental supervision of students, but I would use caution before relying on a volunteer to serveas the sole supervisor of students. Case in point, that assistant in the elementary classroom may benefit the children in your building, butthe classroom teacher should still be the individual responsible for supervision. Other than during emergency situations, if your schoolplans to rely on a volunteer or volunteers to serve as the sole supervision for students, it would be wise to run this plan by your district’slegal counsel or insurance carrier so they may help you mitigate any possible risk. Of course, those volunteers should not be instructingstudents and you would also want to ensure you are not unintentionally violating master contract provisions or district policy. With appropriate background checks and training, you may feel more comfortable permitting a volunteer to take more responsibility

regarding the supervision of students. As an example, a parent who has received her substitute teaching authorization and is volunteeringon her daughter’s field trip may be better prepared to supervise students than a parent with no education or supervision training whatso-ever.

Q: What about volunteer coaches?A: For starters, remember that ALL VOLUNTEER COACHES MUST HAVE A COACHING AUTHORIZATION OR ENDORSE-MENT. As a reminder from Todd Tharp of the Iowa High School Athletic Association, you may have volunteers perform managerialtasks, but they must not provide instruction unless they have the proper credentials. Let’s say retired major leaguer Casey Blake shows upat his alma mater, Indianola High School, and shares that he is willing to volunteer his time to work on batting and throwing form duringthe high school season. There is no doubt that Casey is likely one of the greatest experts regarding hitting and throwing in the state ofIowa. However, in this scenario the coach needs to first ensure that Casey has his coaching authorization before working with the high

You have been volunteeredto read this column

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l lLegal Vortex with Matt Carver, Legal Services director

Page 5: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

5

school team during the season. As many of you know, the coaching authorization has farless to do with expertise in a particular sport than it does with other topics that help tosafeguard students and provide the most positive and secure environment for instruction. Now, back to Todd Tharp’s managerial comment. Instead of Casey wanting to assist withhitting and throwing, let’s instead assume a scenario where Casey wants to help prep thefield before or after practices or games, or help out with the stat book. In this example,Casey is not providing instruction to students, so the coaching authorization is notrequired. You likely have many other examples where volunteers move hurdles duringtrack meets or help around the long-jump pit. Those activities are all perfectly fine with-out a coaching authorization.

Q: May volunteers have access to confidential student records? A: Perhaps. First, it would be best practice to ensure your annual FERPA notification toparents/guardians references that volunteers may be considered school officials in someinstances and may have access to student records. Those individuals should be under theschool’s direct control regarding the use or maintenance of the student information. Likeother school officials, to include teachers, volunteers should only be privy to that studentinformation to which they have a legitimate educational interest. Many of your volunteerslikely have no need to review confidential student information. For those who do, pleasebe sure to properly advise the volunteer that s/he is not to share that student informationwith other individuals who do not have a legitimate educational interest. I recommend foryou to have school officials, including applicable volunteers, sign or initial a statementexplaining that they understand this requirement. This might save you the heartache ofneeding to listen to an irate parent who is furious that a volunteer blabbed about a childon Facebook or Twitter. Why go there if we can take steps to mitigate the likelihood ofsuch an occurrence?!

On that happy note, I’m going to call it good for this month, so I don’t face the scorn of aco-worker who ridiculed me in a recent staff meeting for my mind-numbingly longcolumns. What can I say?! I’m a lawyer. Until next month, let’s go Cubs, let’s get some runs!

This article isintended only as areference in regardto the subject mat-ter covered. It isfurnished with theunderstanding thatSAI is not engagedin rendering legaladvice. If a legalopinion is desired,private legal coun-sel should be con-sulted.

“Volunteers may serve asexcellent supplementalsupervision of students,but I would use cautionbefore relying on a volun-teer to serve as the solesupervisor of students.”

Honoring the ProfessionNominate your colleagues for anAdministrator of the Year award

Excellence in school leadership deservesrecognition, which is why SAI conductsthe Administrator of the Year awards pro-gram. You’re encouraged to nominate yourcolleagues for one of eight awards.

How do I nominate someone?Use the form available at http://bit.ly/aoy-district and return it to your SAI DistrictPresident no later than May 1, 2014.

Eligibility criteria and a list of availableawards may be found on the SAI website:http://bit.ly/aoyawards. SAI DistrictPresidents are also identified on the page.

The critical role school administratorsserve should not be overlooked; you arecommended for your contributions toeducation in Iowa. Thank you for whatyou do and please help us recognize theexemplary work that is taking placethroughout the state!

(((Capturing))) Student Voices

SAI’s 2014 Annual Conference theme isEmpower! Students are encouraged to cel-ebrate and share via video with SAI mem-bers ways in which they feel empoweredvia school projects, extracurricular activi-ties or leadership opportunities.Submissions will premier in a video

montage preceding the August 6 AnnualConference Opening General Session.

Details:• Length of video - 45 second maximum.• Means of expression - live action, stills,animation. Be creative!• Timeline: Videos must be received byJune 15.• Submission guidelines – Provide a linkor file to [email protected].• Students grant SAI the right to use,reproduce, reprint, distribute, and/or dis-play the video without further compensa-tion or notification to the student. Encourage your students to participate!

Page 6: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

Where should I start? This question vexes me both at home and at work. In those fleeting moments between bleacher stops when Irealize I just might be able to get something done, I wonder whether I should start by throwing in a load of laundry or starting the

dishwasher? Or should I clean my bathroom or the kids’ bathroom first? Or, since the sun is finally out, should I put the Preen downinstead? Or should I attack my email for an hour? Or what about that agenda? Or how about organizing for professional learning, whereis my greatest point of leverage? What about launching a system of teacher leadership or writing my column? As I debate where I shouldstart with any given project or set of tasks, I begin to experience a drag on my thinking process as my mind becomes clouded with thedust of my racing thoughts.

I almost yearn for a return to my track running days—the starting line was clearly marked, and I knew exactly when to start and where Iwould finish. Though I still managed to be anxious about how I would compete, I had the highest level of clarity about the details of therace. In contrast, our daily work as leaders challenges us with much greater complexity, in spite of the fact we feel like we run in circlesseveral times a day. We have a variety of starting points and few clear end points with regard to any given project or improvement process.So, how do we know where to step on the track?

Interestingly, we know more about starting than we used to know; but before we get there,what did we used to know (and still do)? We know that determining the needs of the system,both at home and at school, and then prioritizing them can provide us significant data regard-ing where to start. At home I might ask if my children need their uniforms later today ortomorrow. Do we have enough clean glasses left in the cupboard for one more meal? Theanswers to these questions will help determine whether I start with the laundry or the dishes,an important decision if time is limited and I can’t get to both. Granted, this is much less cog-nitively demanding than the school challenges we face, but represents a similar process.

In light of your vision for your school, what do your students need and how do you know?What do your teachers need and how do you know? What do the administrators need andhow do you know? For example, if you are wondering about where to start with supportingyour new teacher leaders, you might ask them to complete a self-assessment survey (see sampletool here), the results of which you analyze together to determine a starting point for learning. Or as a leadership team, you might com-plete the school district capacity tool to gauge your readiness to implement a system of teacher leadership (see sample tool here). Fromthere you might decide that you need to start by clarifying the principal/coach (teacher leader) relationship, so you turn to this chapterfrom Joellen Killion’s book. Analyzing and prioritizing the unique needs of your system can provide guidance in determining your uniquestarting point and next steps.

What more do we know about getting started? We know we have an evidence base. By beginning with a review of the evidence and bestpractices related to the improvement effort of our focus, we can narrow our choices and determine the starting point with the greatestpotential for positive impact. For example, if our focus is academic improvement, we might start with a review of best practices in thatarea. Doing so, we would find that “teacher knowledge of student scores on formative assessment has been associated with a 26 percentilepoint gain in achievement” (Marzano, 2009). Then, we might raise the question What formative assessment data are our teachers collecting?Collecting data around this question can inform the starting point in supporting the professional learning needs of staff, which can inturn provide focus for teacher leaders working with this staff.

Regardless of whether we begin with an analysis of needs or a review of evidence, the way forward is to begin.

~ For additional evidence regarding best practice in both academics and social/emotional/behavioral, see this recent article in Kappan bySteve Benjamin, ”Shifting from Data to Evidence for Decision-making” – requires subscription.

6

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l

The Latest in Learningby Dana Schon, SAI professional learning director

Where Should I Start?

“By beginning with a review ofthe evidence and best prac-tices related to the improve-ment effort of our focus, wecan narrow our choices anddetermine the starting pointwith the greatest potential forpositive impact.”

Page 7: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

7

Most school technology acceptable use policies (AUPs) contain these kinds of phrases:• “Students shall not use technology unless authorized by appropriate school personnel.”• “The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.”• “Students will not access or modify other accounts, data, files, and/or passwords without authorization.”• “You will be held responsible at all times for the proper use of district technology resources, and the district may suspend or revokeyour access if you violate the rules.”• “Users have no right to privacy while using the district’s Internet systems. The district monitors users’ online activities and reservesthe right to access, review, copy, store, or delete any electronic communications or files. This includes any items stored on district-provided devices, such as files, e-mails, cookies, and Internet history.”• And so on …

That’s a lot of legalistic language. That’s a lot of negativity.

Since your other policies likely cover most/all of what’s typically in an AUP, how about creating an empowered use policy (EUP) instead?In other words, instead of saying NO, NO, NO! all the time, how about saying yes? Here’s one to consider …

[SCHOOL / DISTRICT NAME]When it comes to digital technologies in our [school / district], please…• Be empowered. Do awesome things. Share with us your ideas and what you can do. Amaze us.• Be nice. Help foster a school community that is respectful and kind.• Be smart and be safe. If you are uncertain, talk with us.• Be careful and gentle. Our resources are limited. Help us take care of our devices and networks.Thank you and let us know if you have any questions.

Is there anything major that this EUP doesn’t address? Other thoughts or reactions? Help me make it better …

Other thoughtsHere are a few other thoughts that are swirling around in my brain recently ...

1. It’s hard for schools to teach kids how to make a dent in the universe when they’re focused so heavily on teaching compliance. It’svery difficult to reconcile ‘go out and change the world’ with ‘we’re going to tell you what to do and how to do it every minute of theday; just go along and don’t make trouble.’2. It’s hard for schools to teach kids how to make a dent in the universe when the majority of the people working in them don’tunderstand how most of the world-changing tools work.3. We’re afraid of an awful lot of stuff that never seems to actually happen.4. I’ve got over 2,000 administrators on my four Ed Leadership Twitter lists (https://twitter.com/mcleod/lists). If you were followingthem on Twitter, what could you learn from them?!

Just a few days left until the Iowa 1:1 Institute!It’s not too late to register for the fifth annual Iowa 1:1 Institute on Thursday, April 10, in Des Moines. Over 1,200 attendees are expect-ed again. This year there also is a special Leadership Day for administrators on April 9 with Patrick Larkin, one of NASSP’s first DigitalPrincipal Award recipients. Registration and other information is at http://iowa1to1.com/registration

As always, stay in touch at [email protected], 707-722-7853, or @mcleod!

Dr. Scott McLeod, director of innovation, Prairie Lakes AEA

Instead of an AUP, how about an EUP?

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l

Increasing Knowledge and Skills in this Digital, Global Erawith Scott McLeod

Page 8: Advocating for Education Talking with policymakers• Provide personalized professional development for all teachers to support collabora-tion and best practices within school districts

8

Leading Educational Change: Strategies to Bring Everybodyon Board with Todd WhitakerTues., June 10, 2014 West Des Moines Marriott

This workshop provides a step-by-step approach to success-fully implement any change that you would like to occur in

your educational setting. Leading Educational Change isdesigned for leadership teams, individuals, or any combinationof people who are interested in successfully implementingchange throughout their organization.Whether you are turning your organization around or just

making a good setting better, you will leave with specific strate-gies you can immediately implement. Additionally, you willunderstand how to successfully bring about changes in peopleor programs in the future.Included will be information on where to start the change

process, ways to make sure it will be supported by all, and howto diminish the influence of the resistors. The hands-on activi-ties will enable you to develop a plan specifically for you and/oryour group. Whether it is a change you hope to make or a newmandate you have to implement you will learn how to bringeveryone in your organization on board.

About the presenter:Dr. Todd Whitaker has been fortunate to be able to blend hispassion with his career. Recognized as a leading presenter in thefield of education, his message about the importance of teach-ing has resonated with hundreds of thousands of educatorsaround the world. Todd is a professor of educational leadershipat Indiana State University in Terre Haute, Ind., and he hasspent his life pursuing his love of education by researching andstudying effective teachers and principals.Learn more and register at www.sai-iowa.org/events.cfm

FFA Enrichment Center on the DMACC Campus in AnkenyThurs., June 12, 8 a.m. to 4 p.m.

Intended Audience: All educators — teachers and administrators — interested in learning about teacher leadership (2014 TLC grantrecipients and future TLC grant applicants, alike!). Breakout sessions are intended to meet the shared and role-specific needs of teacherleaders and administrators.

Offered by the Statewide Teacher Leadership Support System• Iowa’s AEAs • Iowa Department of Education • Iowa State Education Association• Iowa ASCD • Learning Forward Iowa • School Administrators of Iowa

Topics to include• Leading & Learning with Trust• Resources to Support Effective Teaching and Learning with Sarah Brown Wessling - Examples at www.teachingchannel.org • How to Create and Provide Powerful PD experiences for Adult Learners - With CTQ, www.teachingquality.org• Multiplier Effect with Elise Foster - Learn more at http://bit.ly/1i0C4Ct• Identifying and Leveraging your Leadership Style - From CTQ, www.teachingquality.org• Learning Forward Modules: Learning Designs & Facilitating Learning Teams• Ignite Learning Sessions for Teachers & Administrators by current Teacher Leader Practitioners & Administrators • Instructional Coaching

Space is limited to the first 250 registrants. Register at http://bit.ly/1pEOwhc

Effective Facilitation: Better staff meetings. Better PD. Fri., April 18 - 9 a.m. to 3 p.m. - SAI Office, ClivePresenters: Scott McLeod & Julie Graber

Do one or two people dominate your staff meetings? Are youchallenged to move conversations forward? Do your profession-al development sessions occasionally fall flat?Join us for a day of applied discussion and hands-on immer-

sion in effective facilitation techniques. We will learn how to ...• Use rapid ideation to quickly generate possibilities;• Do premortems to identify implementation issues before theyruin your latest initiative;• Implement the 6-3-5 system to capture ideas and flesh outsolutions;• Achieve a ‘Mission Impossible’;• Use numerous online tools to facilitate dialogue, archive learn-ing, generate consensus, and drive action; and• Engage in SCAMPER, Six Thinking Hats, Tug of War, 5Whys, forced-choice quadrants, pain-gain maps, and much,much more.All day we will walk the walk. No sit-and-get. No spray-and-

pray. We will use and model the very techniques that we’re shar-ing so that you can see when and how to use each one. By theend of our time together, you will walk away with 20+ facilita-tion techniques that you can use to improve your meetings andprofessional learning sessions.Bring a computing device and a willingness to roll up your

sleeves and get to work. Please also bring one or more meetingand/or professional learning agendas that you’ve facilitated inthe past or will facilitate in the future. We’ll redesign those tomake them more awesome!We hope that you will join us for an interactive day of learn-

ing. We promise that you will never view meetings and facilita-tion of learning the same again!Sign up today: www.sai-iowa.org/events.cfm