INSIGHT—Spring 2016

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

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HOW TO PERSONALIZE LEARNING page 13

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Volume 31 No. 1

CONTENTS FEATURED ARTICLES

TEACHER-STUDENT RELATIONSHIPS

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Texas Legislature takes a closer look at what defines improper conduct

Ramiro Canales

Cover Story ➤

TAKING IT PERSONALLY

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Personalized learning is transforming Texas classrooms

Tom Vander Ark

POWERFUL PARTNERSHIPS

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Districts, community colleges benefit through dual credit programs

James Henry Russell

New Feature ➤

TECH TAKE

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How digital tools can personalize learning

Lori Gracey

New Feature ➤

BOOK REVIEWS

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What Texas superintendents are reading

TSPRA Voice ➤

TEACHER OF THE YEAR

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Program helps Texas teachers tell their stories

Ashley Holt Patterson

TASA HISTORY: 1946–1949

TASA leadership addresses state policy issues 29 Johnny L. Veselka Small Schools Perspective ➤

THE CULTURAL DIVIDE

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Exploring the link between school culture and student performance

Stephen D. Patterson

PRINCIPLES-BASED LEARNING

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College Station ISD shares how PBL sets a framework for student success

Greg McIntyre and Christine Drew Cover photo courtesy of Houston ISD.

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INSIGHT

OFFICERS Karen G. Rue, President, Northwest ISD Kevin Brown, President-Elect, Alamo Heights ISD

DEPARTMENTS

Buck Gilcrease, Vice-President, Alvin ISD Alton L. Frailey, Past President, Katy ISD

TASA Professional Learning Calendar

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EXECUTIVE COMMITTEE

President’s Message

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Daniel Treviño, Jr., Mercedes ISD, 1

Executive Director’s View

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Troy Mircovich, Ingleside ISD, 2 Jeanette Winn, Karnes City ISD, 3 Trish Hanks, Friendswood ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Morris Lyon, North Zulch ISD, 6 Fred Hayes, Nacogdoches ISD, 7 Rex Burks, Simms ISD, 8 Dennis Bennett, Jacksboro ISD, 9 Alfred Ray, Duncanville ISD, 10

INSIGHT EDITORIAL STAFF

Gayle Stinson, Lake Dallas ISD, 11 John Craft, Killeen ISD, 12

Executive Director

Johnny L. Veselka

Assistant Executive Director, Services and Systems Administration

Ann M. Halstead

Amy Francisco

Director, Communications and Media Relations

Design/Production Anne Harpe

Editorial Director

Katie Ford

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2016 by TASA. All rights reserved.TASA members may reprint articles in limited quantities for in-house educational use.

Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators.

INSIGHT is printed by 360 Press Solutions, Cedar Park, Texas.

Douglas Killian, Hutto ISD, 13 Joey Light, Wylie ISD, 14 Aaron Hood, Robert Lee ISD, 15 Robert McLain, Channing ISD, 16 Kevin Spiller, Seagraves ISD, 17 Andrew Peters, Marfa ISD, 18 Jose G. Franco, Fort Hancock ISD, 19 Brian T. Woods, Northside ISD, 20

AT-LARGE MEMBERS Elizabeth Clark, Birdville ISD Clark Ealy, College Station ISD LaTonya Goffney, Lufkin ISD Gonzalo Salazar, Los Fresnos CISD

EDITORIAL ADVISORY COMMITTEE Karen Rue, Northwest ISD, Chair Vicki Adams, Hillsboro ISD Kevin Brown, Alamo Heights ISD Fred Hayes, Nacogdoches ISD Robert McLain, Channing ISD Martha Salazar-Zamora, Tomball ISD Greg Smith, Clear Creek ISD Daniel Treviño, Jr., Mercedes ISD

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TASA Professional Learning Calendar, June–October 2016 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.We strive to offer a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education. Upcoming conferences and workshops are listed below; for details on our professional development calendar, please visit us online at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272).

Date

Event

Presenter

Location

June 26–28 UT/TASA Summer Conference UT/TASA

Austin, TX Renaissance Austin Hotel

August 3–4

First-Time Superintendents Academy TASA Session 1

Round Rock, TX Austin Marriott North

September 23–25 TASA/TASB Convention

Houston, TX George R. Brown Convention Center

October 12–13

First-Time Superintendents Academy TASA Session 2

26–29 STEM Conference

Round Rock, TX Austin Marriott North Houston, TX Johnson Space Center

Value-driven design that puts students first

Design with community in mind stantec.com

CTE Center – Frisco ISD

Donnie Duntley

Joan Arciero

Shawn Crow

Christina Winters Gears

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EMBRACING THE RESPONSIBILITY TO CREATE LEARNING THAT MATTERS

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hank you for allowing me to serve you as TASA president this year. It has been a journey of the heart, one of tremendous pride and excitement in seeing the passion you bring to transforming Texas public schools.

PRESIDENT’S MESSAGE In classrooms of public schools across Texas, students are engaged — innovating, collaborating and perfecting real-world skills. Not only do we have the highest graduation rates in America, but Texas students are succeeding and thriving. Together, we are redefining Texas public education.

I’ve seen what you already know. In classrooms of public schools across Texas, students are engaged — innovating, collaborating and perfecting real-world skills. Not only do we have the highest graduation rates in America, but Texas students are succeeding and thriving.

Together, we are redefining Texas public education.

You have been at the forefront of enriching lives, creating meaningful learning and advocating for future-ready students.You can take pride in knowing that others stand with you.

Mary Ann Whiteker, superintendent of Hudson ISD and Texas Superintendent of theYear, testified before the State Board of Education regarding the negative impact of high-stakes standardized testing and the need to adapt curriculum to meet the needs of today’s learners.

The State Board of Education is engaged in a review process, currently focused on English language arts, creating fewer, deeper learning standards that will enable our students to be prepared for success in college and careers.

You are redefining how student success is evidenced. Writing samples, project-based demonstrations, journals, science projects, reading response logs and digital portfolios are just a few of multiple measures of student success. Other examples exist, with too many to mention here.

As we continue our work — unified through TASA and independently in our school districts — I encourage you to continue leading the charge. Thank you for making a contribution to our future and embracing the responsibility to create learning that matters. As an educator, superintendent, teacher or administrator, the work you do n matters.

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Help English language learners build a bridge from Spanish to English.

Discover how our English- and Spanish-language assessments, along with our reading and vocabulary practice programs, help Texas educators move students forward.

To learn more, visit www.renaissance.com or call (800) 338-4204.

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Š 2016 Renaissance Learning, Inc. Logos, designs, and brand names are trademarks of Renaissance Learning, Inc. 55886.020116

THE “NORTH STAR” FOR INNOVATION

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he convergence of state and national initiatives to transform the learning environment for America’s schools is evident now more than ever.The continuing work of the Texas High Performance Schools Consortium and the national initiative, Education Reimagined, are both contributing to the conversation about transforming education.

EXECUTIVE DIRECTOR’S VIEW In a next-generation system, districts are accountable for learning at the student, classroom, school and district level to the students, parents and communities they serve. … The state is accountable for the establishment of a rigorous accreditation process to ensure educational quality.

During the past year, I have had the opportunity to serve on the advisory committee for Education Reimagined, a project of the Washington, D.C.-based Convergence Center for Policy Resolution, and national spokespersons for this initiative have participated in our Midwinter Conference. Their recommendations focus on five interrelated elements that serve as a “North Star” for innovation.They are: Competency-Based Learning; Personalized, Relevant, and Contextualized Learning; Learner Agency; Socially Embedded Learning; and Open-Walled Learning.

Education Reimagined was conceived by a group of scholars, business leaders, parents, and advocates with diverse backgrounds and perspectives, and their work is affecting conversations across the nation.

Meanwhile, the High Performance Schools Consortium, facilitated by TASA, has offered a series of proposals to the Texas Commission on Next-Generation Assessments and Accountability as the Commission works on its legislative recommendations.

We have suggested that the Commission should urge the state to seek relief from the mandatory whole population testing requirements for grades 3-8 and 10. The state should show the programmatic efficacy and efficiency of stratified random sampling of Texas children to guide state policy in the same manner as national policy has been guided by the federal government’s NAEP testing program.

Further, we stated that, in a next-generation system, districts are accountable for learning at the student, classroom, school and district level to the students, parents and communities they serve.

In a next-generation system, the state is accountable for the establishment of a rigorous accreditation process to ensure educational quality at the district, regional and state level.The state is accountable to taxpayers and citizens.These recommendations, too, serve as a “North Star” for Texas’ educational transformation.

The passage of the Every Student Succeeds Act was a response to the “test and punish” regime of NCLB and gives states discretion to set goals and hold districts accountable. In addition, it enables communities and parents to be involved in important decisions regarding the education of their children and the multiple measures that define success.

The ongoing state and national discussions can and must lead to substantial changes in state and national policy. I believe we are on the road to achieving our goals with a sustained vision — 10 years after the founding of the Public Education Visioning Institute. Thank n you for your continuing support.

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TEACHER-STUDENT RELATIONSHIPS When proper becomes improper Ramiro Canales

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ducators serve an important role in the social and academic development of students.They provide guidance, encouragement and support during the most critical years of a child’s life. While the majority of teacher-student relationships are positive, there has been an increase in teacher-student relationships that have crossed the line from proper to improper.

‘The Senate Education Committee and the House Public Education Committee have been tasked with studying the issue of improper teacherstudent relationships during the interim session of the 84th Texas Legislature.’

The Senate Education Committee and the House Public Education Committee have been tasked with studying the issue of improper teacher-student relationships during the interim session of the 84th Texas Legislature. Both committees are expected to submit their recommendations and proposed legislative changes to the 85th Texas Legislature in December. The Texas Education Agency also is exploring policy options to stem the rise of improper teacher-student relationships.

The Texas Legislature has made policy judgments in adopting legislation that criminalizes certain teacher-student relationships. However, according to the Texas Penal Code, not all teacher-student relationships are improper and criminal in nature.The Texas Legislature has defined what constitutes an “improper relationship” and has limited the penal code’s application to certain students.

What is an improper relationship?

Section 21.12 of the Texas Penal Code generally prohibits an employee of a public or private primary or secondary school from engaging in sexual conduct with a student who is enrolled in a public or private primary or secondary school in the same school district as the school at which the employee works. It also generally prohibits an employee of a public or private primary or secondary school from engaging in sexual conduct with a student participant in an educational activity sponsored by a school district or a public or private primary or secondary school if a student is a primary participant in the activity and the employee provides education services to that participant.

The penal code does not specifically define the term “services.” It also does not address an employee’s private behavior with a student enrolled in a different school district. An improper relationship is a second degree felony.

In 2006, in Ex parte Morales, 212 S.W. 3d 483, 494 (Tex. App. – Austin 2006, pet. refused), the Third Court of Appeals in Austin explained Section 21.12 as follows: 21.12 is narrowly addressed to sexual conduct by a specific class of persons — employees of Texas public and private primary and secondary schools — with another specific class of persons — students — which is further limited to those enrolled at the same school where an employee works. Section 21.12 is thus not a general proscription against or regulation of the private sexual conduct ofTexas school employees, nor does it categorically proscribe employees from having sexual relations even with students (as long as the student is not enrolled at a school where the employee works). Section 21.12, in other words, leaves undisturbed a school employee’s private choices and sexual conduct with the vast universe of potential partners who are not enrolled as students at the same school where the employee works.

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As evidenced in Ex parte Morales, Section 21.12 reflects the policy choices of the Texas Legislature in defining what constitutes an improper relationship between an educator and a student.

Educators’ Code of Ethics

This definition had a significant impact on Standard 3.6, which relates to an educator’s conduct toward students. Standard 3.6, which is found at 19 Tex. Admin. Code §247.2 (3)(F), provides that “[t]he educator shall not solicit or engage in sexual contact or a romantic relationship with a student or a minor.”

The State Board for Educator Certification (SBEC) sets ethical standards for educators. To comply with Texas Education Code § 21.041 (b)(8), SBEC adopted an Educators’ Code of Ethics, whose standards are enforced in disciplinary proceedings. In 2010, SBEC adopted amendments through the rule-making process that made a key change to the code. For the first time, it defined the term “student” as “a person enrolled in a primary or secondary school, whether public, private or charter, regardless of the person’s age, or a person 18 years of age or younger who is eligible to be enrolled in a primary or secondary school, whether public, private or charter.”

Unlike Section 21.12 of the Texas Penal Code, Standard 3.6 in the Educators’ Code of Ethics subjects an educator to disciplinary proceedings for soliciting or engaging in sexual conduct or a romantic relationship with any student. Standard 3.6 is not limited to a student who is enrolled in the same school district as the school at which the educator works, as provided in Section 21.12. In other words, an educator may not be criminally liable under the Texas Penal Code for engaging in a sexual relationship with a student in a different school district or with a student participant in an educational activity to whom he or she does not provide educational services.

However, the educator will be subject to disciplinary proceedings, including revocation of certification, under Standard 3.6 in the Educators’ Code of Ethics.

Texas law or agency rule: Which prevails?

The Texas Legislature states in Section 21.12 of the Texas Penal Code that the term “student” has a limited application for purposes of being criminally charged with having an improper relationship.

The student must be enrolled in the same school district as the school at which the educator works or be a student participant in an educational activity to which an educator provides education services.

SBEC’s administrative definition of the term “student” — and its standard prohibiting an educator from soliciting or engaging in sexual contact or a romantic relationship with any student, including those in a different school district — has created a conflict with the Texas Penal

Congratulations to the 2016 H-E-B Excellence in Education Awards finalists!

H-E-B has announced the finalists in all 12 categories of the 2016 Excellence in Education Awards! TASA wishes them well as they advance to the statewide competition and awards ceremony, May 12-13 in San Antonio.

Now the largest monetary program for educators in the state, H-E-B launched the Excellence in Education Awards program in cooperation with TASA in 2002 as a positive way to support public education in Texas.

The awards spotlight best practices and celebrate the passion and creativity of Texas educators.

See the list of this year’s finalists at https://goo.gl/EuLvGZ

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Code. The conflict raises an interesting legal question: Can an agency rule trump the policy judgments the Texas Legislature made in the context of educator-student relationships? A pending case in the Third Court of Appeals in Austin has brought this issue to light.

non-educator capacity with a student at a different school was lawful and not a violation of the Texas Penal Code.Two justices on the panel — Chief Justice Jeff Rose and Justice Bob Pemberton — disagreed.

The majority held “[i]n the absence of an explicit definition of ‘student’ in Standard 3.6, we look to the ordinary meaning of On Feb. 26, the court issued a decision in that term, viewed in the context in which the case, State Board for Educator Certification the term is used. As the Board maintains, v. Robert D. Lange, No. 03-12-00453-CV. a straightforward, ordinary-meaning In this case, Lange, a former high school construction of ‘student’ in the context teacher, challenged an SBEC decision to of its rules and the overreaching statupermanently revoke his educator’s cer- tory scheme would include a person who tification because he engaged in sexual attends one of the schools with respect conduct with a student from a different to which the Board exercises jurisdicschool than where he taught. The trial tion over educators, which undisputedly court reversed SBEC’s order, and SBEC includes Texas public high schools.” appealed. In a 2-1 split decision, the majority on the three-judge panel reversed the Justice David Puryear wrote a dissenting trial court’s judgment and rendered judg- opinion, noting what the Third Court of ment affirming SBEC’s order.

Appeals had previously found in Ex parte Morales and concluded: “Other than these The case revolved around the term “stu- expressly circumscribed limitations on dent” in the Educators’ Code of Ethics, sexual relationships between teachers and which, at the time of the case, was not students, the legislature has not otherwise defined in Standard 3.6. SBEC defined spoken on the issue of sexual relationships the term in 2010. between people who are teachers and people who are students, and the legislaLange argued that because the term ture has not specified that legal conduct “student” was not defined at the time falling outside these statutory prohibitions of the revocation, his sexual activity in a may properly serve as the basis for a disciplinary proceeding against a teacher.”

This case is not over. On March 9, Lange filed a motion for an extension to file a motion for a rehearing. It was granted. In light of the policy implications and the interpretation of the common, ordinary meaning of the undefined term “student” at the time the revocation occurred, this case eventually may be appealed to the Texas Supreme Court for a final resolution.

Cases of relationships between educators and students will continue to make headlines. While the Texas Penal Code may allow certain sexual relationships between educators and students, the Educators’ Code of Ethics does not. The 85th Texas Legislature may address the issue when it convenes in 2017 and clarify what is proper and improper between an educator n and a student.

Ramiro Canales is an attorney and the assistant executive director of governmental relations at TASA.

Disclaimer: This article is provided for general information purposes only. It does not constitute legal advice. Employees who have specific questions regarding the Texas Penal Code and the Educators’ Code of Ethics should consult with their legal counsel.

Jobs, Jobs, & More Jobs Looking for a new career opportunity?

Visit the TASA Career Center!

You’ll find 1,500-plus job vacancies posted by school districts, education service centers, TEA, charter/private schools, and other education organizations in Texas.

Postings include open superintendent, central office, campus administrator, teacher, and professional support staff vacancies.

Have a position to fill? Post it for free in the TASA Career Center!

Find job posting instructions at tasanet.org/Page/259.

careercenter.tasanet.org 12

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PERSONALIZED LEARNING Why and how it is transforming Texas education

by Tom Vander Ark

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exas schools are shifting rapidly from print to digital content. Cheap devices, open resources, and engaging and dynamic content are driving this historic shift in how children learn.

Technology integration — adding computers to the way we’ve always done school — characterized the first decade of the shift to digital (1996-2005). The return on investment wasn’t great because computers were expensive and their use wasn’t always transformational. During the second decade of the shift (2006-2015),Texas schools began using blended strategies that combined the best of online learning and face-to-face instruction.The integrated learning experience, as Christensen Institute puts it, provided students some element of control over “time, place, path and/or pace.”

Blended learning environments enable a new level of personalization. RaiseYour Hand Texas explains: “Personalized learning is learning tailored to an individual student’s needs and abilities.All students are held to high expectations, but each student follows a customized path that adapts, based on the student’s individual progress and goals. Personalized learning is competency-focused. Each student’s progress toward clearly defined goals is continually assessed. Students advance and earn credit as soon as they demonstrate mastery.”

A Harmony Public Schools student works on a project in Tinkercad, an online 3D design, modeling and printing tool.

Collaborative, project-based learning like this was made possible through a Race to the Top grant.

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focus on human capital, use student data to drive instruction, implement high-dosage (intensive, twoon-one) tutoring, extend the school day and school year and establish a culture of high expectations.

Raise Your Hand Texas cites six benefits of blended environments: teacher support, personalized learning, more small-group instruction, student ownership, continuous feedback and student engagement.

In addition to incorporating new strategies, such as project-based learning, El Paso ISD revised its discipline policy from quick punishment to constructive dialogue.

Two decades of higher standards and common assessment led to higher achievement among low-income and minority students in Texas. However, in many places, this came with the unintended consequence of scripted teaching, a narrowed curriculum and lots of test preparation.Art, music, electives and career preparation were trimmed or eliminated. Spring semester brought weeks of test prep and standardized testing. Pacing guides and test-based accountability reduced teacher satisfaction.

When considering broader aims, Next n Generation Learning Challenges, an EDUCAUSE initiative, suggests starting The turnaround effort, called Apollo 20, added a dose of blended learning. In addiwith three big questions: tion to targeted tutoring for struggling students, Apollo schools piloted class rotan How well are we defining and articulating what success looks like for students tions in high school STEM classes. attending our school?

As Houston ISD became more diverse n How well does our design for learning and the organization of our school and as global trade became increasingly directly support students’ attainment of important to the economy, Grier initiated that richer, deeper definition of success? an update of the district’s graduate profile, which defined the knowledge, skills and n How do we gauge students’ progress in characteristics critical for student success. developing those competencies?

With input from the community, local and higher education partA Houston ISD case study businesses ners, Houston ISD arrived at a “global Houston ISD integrated its efforts to per- graduate” profile that entails six attributes: sonalize learning into school improvement leadership, communication, responsible plans and an initiative to boost student decision making, adaptability and producaccess to technology. In 2010, Superin- tivity, critical thinking and college-ready. tendent Terry Grier launched a school improvement effort based on five factors Furthermore, in 2013, Houston ISD that contributed to high-performing committed to providing laptops to every high school student through its PowerUp school networks: initiative. It was so well-planned that it

Broader aims Not to be deterred, leaders in El Paso ISD aimed to move past a test-prep culture by hosting dozens of community conversations about what graduates should know and be able to do.The conversations resulted in a vision for “active learning,” or challenging, personalized and engaging work with strong supports. The district also began embracing a broader measure of student success, including the abilities to self-manage, collaborate and be persistent.

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Raise Your Hand Texas cites six benefits of blended environments.

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was featured in Digital Learning Now’s newfound knowledge and skills. This can “Guide to EdTech Procurement.” be accomplished through earning “microcredentials,” a digital form of certification Three years into PowerUp, Grier sum- that indicates when a person has demonmarized three lessons: strated competency in a specific skill set. n

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Purpose and vision must be aligned with student goals. It was critical that PowerUp not be in isolation from the academic goal to propel global graduates.

Challenging traditional systems can spur innovation. PowerUp pushed Houston ISD to step up collaboration to better support schools and teachers.

It is not about the tool; it’s about powerful learning. The district is working together to use technology so that classrooms remain student-centered and students become critical thinkers, problem solvers and leaders — all traits of the global graduate.

Start with teacher learning Personalized learning environments often begin with a narrow focus on literacy and numeracy, but, as Grier identified, it is a great opportunity to embrace a broader definition of college- and career-readiness.

Broader goals — and new instructional strategies — require substantial educator development.

Smart Cities that Work for Everyone, a study of urban education ecosystems, found that talent development, particularly professional learning opportunities, was a critical factor to ensuring quality student learning. In this study, Houston ISD was noted as one of the best regional examples in the country for district and charter network efforts to recruit and develop talent.

Teachers often teach the way they were taught. A great way to introduce positive change is to provide bite-sized learning experiences that offer teachers opportunities to demonstrate their

With LDC, Garcia has made discoveries about his own teaching: It turns out that designing engaging, standards-based learning experiences is a powerful professional learning experience. Garcia is now an LDC facilitator, extending his leadership “As an emerging professional develop- skills to his peers. ment strategy, educator micro-credentials can enable our public education system to Chadd Johnson, another LDC proponent continuously identify, capture, recognize and a former principal of theYoung Men’s and share the best practices of America’s Leadership Academy at Kennedy Middle educators, so that all teachers can hone School in Grand Prairie ISD, says: “LDC their existing skills and learn new ones,” has opened that portal for teachers to according to Digital Promise, a national question their instruction, methodology nonprofit sponsor of micro-credentials. and its effectiveness in student academic success.”

Houston ISD has globally themed, online professional development and a custom- Johnson says he appreciates that LDC “is ized digital-badging system. Since August an instructional process where profes2015, more than 1,800 Houston ISD sional learning and student learning go teachers in 55 schools have earned 4,300 hand-in-hand.” badges. (That’s about 43,000 hours of professional development.) There is no other Entry points large-scale digital badging effort for K-12 educators as of the printing of this article. Some Texas districts have launched system-wide initiatives to improve access to Down in the Rio Grande Valley, Laredo technology and introduce new instrucISD Principal Laura Flores two years ago tional models simultaneously. Other introduced Cigarroa High School staff to districts are only getting started with the Literacy Design Collaborative (LDC) blended learning — or working their in her search for better literacy results on way out of a patchwork of technology. her campus.With support from the South- Still, many districts are looking for ways ern Regional Educational Board, Flores to achieve real personalization in path and implemented LDC, an open library of pace for struggling learners. literacy lessons that are created by teachers, For districts looking for a place to pilot based on standards and peer reviewed. personalized, competency-based models, Teacher Arturo Garcia found the there are five low-risk, potentially highdesign-based work different than most reward entry points: professional development he had experienced. He saw immediate student benefits Run small pilots.Add adaptive math and English software in a lab or class rotation too. each week to provide an hour or two of “By improving their literacy skills, the personalized learning and valuable realstudents are able to comprehend the time data. Alief, Fort Bend, Katy, Lamar content much better,” he says. “This, in and Northside ISDs have shown positive turn, will be of great benefit for perfor- results with i-Ready, a diagnostic and mance on state assessments, as well as for instruction program. Many districts also have used the iStation e-learning program college-readiness.” with great success.

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a Houston ISD global graduate IS…

A leader Works collaboratively and leads by example.

Embraces new ideas and technologies and motivates others to be open to change.

Adaptable & productive Industrious member of a global society.

Demonstrates flexibility and cross-cultural skills when fulfilling personal, professional, and community experiences.

A responsible decision maker Sets goals, develops action plans, and works hard. When faced with challenges and obstacles, is able to persist to achieve goals.

A skilled communicator Reads, writes, speaks, and listens effectively — adapts to diverse audiences and settings.

A critical thinker Identifies and dissects issues, seeks multiple opinions, and critically evaluates various solutions. Understands when additional information is needed and effectively uses technology (21st century literacies) to research.

A college-ready learner Proficient in the core disciplines, as evidenced by successful performance on state and national assessments. Works hard and persists to achieve academic and career goals.

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Vander Ark, continued

Reach under-served populations. High school credit recovery is a great place to pilot personalized, competency-based learning. A recent report on “How To Successfully Scale Personalized Learning,” authored by Getting Smart and Fuel Education, confirmed that credit recovery remains a common entry point that can be the catalyst for scaling blended learning across schools and districts.Widely used solutions include Apex, Edgenuity and GradPoint.

Establish an academy. Launching a “school within a school” is a great way to expand options while showcasing next-generation learning. Nonprofit New Tech Network supports nearly 200 personalized, project-based schools, including 13 Texas schools in Belton, Carrollton, Coppell, Dallas, El Paso, Manor, Mesquite, New Braunfels, Plano and San Antonio ISDs. Ninety percent of New Tech schools are district-operated, and half of those are co-located with other schools.

Engage students in large-scale, integrated projects. Piloting integrated projects as a capstone, intersession or a two-teacher collaboration can yield big benefits. For instance, at Rocket New Tech at Irvin High School in El Paso ISD and at Bush New Tech Odessa in Ector County ISD, students addressed the scientific, political, economic and cultural challenge of pandemic diseases.

Add online courses. Adding supplemental, online courses in world language, STEM and electives expands learning options.

Personalize career and technical education. CTE pathways and internships not only provide great job preparation for students, they can be a great entry point for personalized learning. For example, Carl Wunsche Senior High School in Spring ISD offers a blended, career-focused education.

Grant opportunities are also a good excuse to start a conversation and draft a plan. Raise Your Hand provides learning materials on its Blended Learning Resource Portal. Harmony Public Schools, which operates in numerous Texas cities, used a Race to the Top grant to add high-engagement maker activities and project-based learning to its blended STEM secondary schools.To do this, Harmony won early support from Educate Texas.

“Harmony is a great, statewide, public charter school success story in Texas,” Educate Texas Executive Director John Fitzpatrick says. “We love their model of rigorous academic coursework, project-based learning and an emphasis on engaging extracurricular activities, like robotics competitions and science Olympiads.”

Texas has some of the best school districts and school networks in the country.

Blended, personalized learning is helping these schools meet the needs of the n 21st century learner.

Tom Vander Ark is the CEO of a learning design firm and a partner in an education venture capital firm. A former school superintendent in Washington state, he was the first executive director of education for the Bill and Melinda Gates Foundation.

things educators should do now to advance next-generation learning

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wenty years into the “anybody can know why you became an educator learn anything anywhere” era, we’re and why the work matters to you. inventing new ways to grow human How does your history inform your beings.The opportunity to create powerdesired future state? A little vulnerful learning experiences gets better every ability goes a long way. month, but it’s hard to keep up with all the new tools and strategies. At a TASA 7. Culture first and strategy second.

Develop a broad leadership structure Midwinter Conference breakout session with shared decision-making. Start by in Austin this past January, participants establishing shared culture. discussed strategies for advancing nextgeneration learning, which is blended, personalized and competency-based.That 8. Create transparency, open doors, and share data and feedback. Get real about means learners have some control over current performance. place, pace and path; they “show what they know” and progress based on dem9. Invest in professional development and onstrated mastery. quality teacher-learning experiences, both individual and team.

Here’s what the school administrators in attendance had to say about advancing 10. Study new models. Form a new next-generation learning: models study group of parents and teachers. Study school profiles and 1. Do more listening than talking. grant programs. Visit and learn about great schools facing similar challenges.

2. Include people, build relationships and Check out Opportunityculture.org engage multiple stakeholder groups, for staffing suggestions. (Texas Educaincluding students. tion Agency is a partner.) Report back 3. Respect students. Study the learner to the school community. experience. What does school feel like? Show learners respect and they 11. Create a dynamic plan. Your campus improvement plan must be a living will rise to the expectation. Attitude is document. everything.

14. Consider retention. Why would anyone want to stay in your school or district? What can you do to make it a great place to work?

15. Model technology use, including effective and ineffective applications.

It’s OK to share your struggle.

16. Host community conversations.

Facilitate temporary agreements to keep your school community moving forward.

17. Plan for access. Build a shared vision for high-engagement learning in a high-access environment. Put the vision on a timeline.

18. Keep an open mind. Model an innovation mindset. Learn something new this year.

19. Take care of your family. These are mentally and physically taxing jobs, but it’s hard on your family too. They see you struggle; they feel the sting of criticism. They notice the absence.

Share the joys and the frustrations.

Create daily and weekly habits to make the job doable for you and your family.

4. Find the heartbeat of the school.What 12. Build relationships with other depart- 20. Stick around! Stable, effective leadership is the important thing. Leadership ments. Insert yourself and expand your makes it work? What’s the shared hismatters. Be less quick to move to the sphere of influence.You need to contory? Find and honor those things. next job.That makes the difference. nect and work together as a unit. If Identify teacher leaders, build bridges you’re a district administrator, break and incorporate them in the plan. down some of the hierarchy that exists.

Thanks to Sonia Obregon, an 5. Be visible in schools and in the Ask school leaders what they want to instructional specialist at Anne Frank community. do but have never been able to do.

6. Share yourself, work on your personal 13. Build partnerships for student success. narrative, and let your community Study the Educate Texas approach to collective impact.

Inspire Academy in San Antonio, for taking these notes at the Midwinter Conference breakout session.

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Student-Centered Schools Future-Ready Students Texas Association of School Administrators

Explore TASA’s New MISSION: School Transformation Website TASA has launched a website devoted to the MISSION: School Transformation initiative.

It includes information on the initiative’s history and key players — including the Public Education Visioning Institute and Texas High Performance Schools Consortium — as well as access to helpful tools and resources, related professional development, information on projects such as TASA on iTunes U, and details on how to get involved.

“Vision in Practice” Blog The new website features the “Vision in Practice” blog, which was created by Texas educators for Texas educators to provide insight into classrooms, campuses and districts that are transforming teaching and learning to meet the needs of students in the 21st century.

Posts provide examples from real Texas classrooms and schools. Link to the blog from the new website’s home page.

We invite you to explore the site and share it with others who are interested in creating student-centered schools committed to preparing future-ready students.

tasanet.org/transformation

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Awards and Recognitions Is your school district home to the next Texas (or National!) Teacher of the Year?

TASA has opened nominations and posted the application for the 2017 Texas Teacher of the Year awards program. All Texas public school districts and charters are invited to submit nominations to their regional ESCs by June 8.

Texas Teacher of the Year is the highest honor that the State of Texas can bestow upon a teacher, so your district’s nomination is the biggest thank-you that you can give a deserving educator! Your district’s nomination not only allows you to reward an outstanding teacher; its positive effects are felt community-wide.

2017 Texas Teacher of the Year

See Teacher of theYear article on pages 26–28.

Details: tasanet.org/TexasTOY

Nominate Your Outstanding Board for the 2016 TASA School Board Awards If your school board supports educational improvement projects and school transformation initiatives, puts the welfare of students above personal or political motives, and works together to function as a policy-making body, you should nominate your board for TASA’s School Board Awards Program.

There is no application form to submit; rather, superintendents should submit data and information that is supportive of the 2016 TASA School Board Awards criteria to their regional ESCs by June 15.

Details: tasanet.org/SchoolBoardAwards

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DUAL CREDIT PROGRAMS Partnerships ease transition to community college

by James Henry Russell

W ‘When I was a superintendent, I would get frustrated seeing so many students we worked hard to graduate head to community college and drop out within a few months.’

e all have great stories about people who challenged us to try new things, go back to school, work hard, and be open to possibilities and opportunities.That is certainly my story.

I started at Texarkana ISD in 1994 as a staff accountant after working with an accounting firm that audited the school district. In my 17 years at Texarkana ISD, I worked my way from accountant to superintendent — something I never dreamed would happen.

In spring of 2011, I was satisfied with my career as a superintendent. When a board member from Texarkana College (TC), our local community college, requested a meeting with me, I had no idea what was in store. In that meeting, the board member informed me that the college’s board of trustees was interested in my becoming the college’s next president.

At that time,TC faced a lot of tough challenges. New higher education options were moving into the area, creating competition and threatening the college’s identity as the prime choice for college in our area. A lack of infrastructure and overspending threatened the college’s financial stability. Imagine any issue that could threaten the future of a community college — you name it,TC faced it.

I had never given a single thought to moving into higher education, and, considering TC’s challenges, I didn’t think this was a great time to start.The idea stuck with me, however.And, with the encouragement of my family and friends, I chose to make a huge leap from public education to higher ed.

I didn’t have a clue what I was getting myself into.

On my third day as president, I realized exactly how bad things were.TC was losing $800,000 a month, and the $40 million budget wasn’t really that large. Morale was terrible. Systems and processes were painfully out of date. New higher education institutions were coming to town and creating competition.That day, I went home and told my wife I had made a big mistake.

My wife, a TC presidential scholarship recipient in the 1980s, earned her associate degree from there, which put her on the path to a bachelor’s degree and a career in teaching.TC is really the reason we met.

“We won’t give up,” she said.“It can’t be that bad.You can fix it. So quit whining and go to work.”

And that is what we did.

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At TC, we approached our jobs with a new attitude, a new board of trustees, a new leadership team, and a new commitment to partner with our community and all of our local school districts. We knew that these partnerships were the key to saving TC and saving the futures of so many students who depend on a community college start.

I could go on and on about all of the things we had to do to fix the community college, but dual credit and community partnerships were vital to TC’s recovery.

When I was a superintendent, I would get frustrated seeing so many students we worked hard to graduate head to community college and drop out within a few months.That’s a big part of why I decided to make the leap into higher education. I wanted to see if we could make it better.

And while TC is a long way from fixed, we are better. We have great partnerships with our area school districts. Our academic and career dual credit numbers are soaring. Our dual credit costs are very low, and we are starting to see students graduate from high school with 40-plus hours of dual credit. A few even have graduated from high school with enough college credit to earn an associate degree.

Turnaround results like these are common around Texas. Dual credit is a big deal.

These partnerships create solid pathways for students to transition to higher education. Students who take dual credit courses remain enrolled in higher education at a persistence rate greater than 85 percent, as compared to 67 percent of all community college students. Thirty percent of them

actually complete a baccalaureate degree in four years or fewer, compared to 22 percent for all community college students.

As dual credit becomes more widespread, great things are happening.

With explosive growth and positive results come new challenges, however. When I was a superintendent, I knew so little about higher education and the accrediting process; I did not know exactly what the Southern Association of Colleges and Schools Commission on Colleges did or required. I didn’t know that there are 50 community college districts in the state and that there was no easy way to understand the variances among their service areas and taxing districts. I didn’t know that there weren’t measures to equalize wealth. I had no idea that community colleges had such diverse funding structures and a wide range of dual credit arrangements. In one part of the state, dual credit courses may be offered at a discount or significantly reduced fee, while, in another part of the state, dual credit students might pay full tuition. It creates a lot of confusion.

for as little expense as possible. This kind of opportunity is what makes Texas great.

I am so pleased that the Texas Association of School Administrators is working on a joint task force with the Texas Association of Community Colleges, now under the new leadership of Jacob Fraire. Together, they aim to work through the common issues related to dual credit, and they will keep our state’s dual credit momentum going.

Dual credit is a huge part of how we will achieve the Texas Higher Education Coordinating Board’s new 60x30TX initiative. If you aren’t familiar with it, you should research it right away. This initiative’s main goal is to ensure that by 2030, at least 60 percent of Texans ages 25-34 will have a postsecondary credential or degree.

That may seem like a lofty goal, but it’s one that we can and will accomplish. Dual credit will play a vital role in accomplishing that.TASA and TACC are taking a step in the right direction by working together to find best practices for the issues that Seeing this issue as a former superinten- frustrate us. dent and a college president really helps me understand both sides of the dual credit I love Texas public education and higher discussions taking place around the state. education, and I am excited about the The one thing I am absolutely convinced partnerships between community colleges of is that the best answer for dual credit and school districts. Working through the quality, growth and success lies with local issues is not going to be easy, but it will be n community colleges working with nearby worth it. school districts to better understand each other. Together, they must come up with the best solutions for their communities.

James Henry Russell is president of Texarkana College and serves on TASA’s We all want the same thing: to provide Higher Education Committee. incredible educational opportunities to every student in every zip code in this state

Enrollment in dual credit has increased steadily from 17,784 students in the fall of 2000 to 133,342 students in the fall of 2015.

— Texas Higher Education Coordinating Board SPRING 2016

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New Feature!

TECH TAKE Digital tools and personalized learning Lori Gracey

[Editor’s note: For the past 36 years, the Texas Computer Education Association’s mission has been to improve teaching and learning through the use of technology. Its 17,000-plus members are educators

‘We know from research and

worldwide who are enhancing curriculum with digital tools and who share, network and collaborate in TCEA’s online community. We are honored to have TCEA share its experiences, ideas and best practices

experience that

through “Tech Take,” a new column that will focus on an aspect of education technology in every issue.]

ownership of the

T

learning process is a key factor in student motivation and engagement.’

here are many reasons to use technology in education.We can automate tasks, more easily share and save content, teach the skills that students will need in the workplace and extend learning beyond the classroom, just to name a few. The personalization of learning, however, is a particularly exciting opportunity made possible by a device and an internet connection.

We know from research and experience that ownership of the learning process is a key factor in student motivation and engagement. Sir Ken Robinson, in “The Element: How FindingYour Passion Changes Everything,” argues that the key to transforming the learning experience for our students is “not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.”

Personalized learning can take many forms. In some models, students work through the same content, but at their own pace. In others, students direct their learning using technology as a portal to knowledge in fields of study that they might not otherwise have discovered. Regardless of the breadth of options offered, student choices promote a sense of control and active participation that facilitates and enhances the learning process.

In a TCEA blog post entitled,“It’s Time to Let the Kids Choose,” I discussed Alfie Kohn’s classic article, “Choices for Children,” in which he cites the findings of a number of studies on student choice.Two of his many examples include:

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INSIGHT

“When second-graders in Pittsburgh were given some choice about their learning, including the chance to decide which tasks they would work on at any given moment, they tended to “complete more learning tasks in less time.”(p. 19) “Children, working in groups, took an active role in figuring out their own solutions to problems and were free to move around the classroom on their own initiative to get the materials they needed — they developed more sophisticated reasoning skills without falling behind on basic conceptual tasks.” (p. 24)

The proliferation of web 2.0 tools and apps that allow for personalized learning simplifies the process of implementing personalized learning in the classroom.

With internet access and the guidance of teachers who can scaffold the learning process, students at any age or level can assume great ownership and personal investment in their learning.

teacher; each lifelong learner then brings his or her specialized knowledge and skills to campus, where those ideas can be shared and developed.

Personalized learning is an effective approach for increasing engagement, regardless of a learner’s age. Technology allows us to offer a level of individualization that was not possible before. However, we must, throughout the process of implementing technology in our schools, remember a fundamental reality expressed most succinctly by Bill Gates:“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.”

Personalized learning addresses another expensive challenge facing school districts: teacher turnover. According to a 2014 report from the Alliance for Excellence in Education, “Teacher attrition costs the United States up to $2.2 billion annually,” Personalized learning and one of the five policy recommendafor teachers tions made to address this problem is “staff As we continue to expand our use of tech- selection and professional growth systems If you are interested in learning more nology in schools, technology training for that foster collegial collaboration.”1 about technology in education, you can teachers is becoming increasingly more find resources and information on a variimportant. On every campus, you’ll find a Interestingly, Kohn’s article on student ety of topics at www.tcea.org. Two of broad spectrum of technology skill levels choice also addresses teacher burnout. our most popular offerings are free to anyrepresented. Some teachers are experi- He posits: “The best predictor [of teacher one: The TCEA blog (www.tcea.org/ menting with augmented reality, while burnout], it turns out, is not too much blog) publishes new posts nearly every others are uncomfortable with technol- work, too little time or too little compen- day, and our biweekly TechNotes (ly.tcea. ogy and may not readily see the value of sation. Rather, it is powerlessness — a lack org/subscribe) includes links to the n changing their teaching practice. From an of control over what one is doing.” most popular posts. administrative perspective, personalized learning can help you address the needs Personalized learning of all teachers and also provide learning Lori Gracey is the executive director with T-TESS of the Texas Computer Education opportunities that challenge and engage Association.

T-TESS, the new teacher evaluation teachers at all skill levels. system that is replacing PDAS, is being 1 Bruce Ellis, senior director of professional rolled out across Texas this fall.The system development at TCEA, sees personalized depends, in part, on “teacher self-assesslearning as an opportunity to address the ment as an ongoing process to promote logistical challenge of ed tech professional and track goals and professional develdevelopment, saying, “Technology can opment,” according to the Southwest provide a more engaging experience for Education Development Laboratory’s students than traditional methods. They website. “Unlike PDAS, the teacher keeps http://all4ed.org/press/teacher-attritioncan also take advantage of tools that high- the document living, tracking progress costs-united-states-up-to-2-2-billionlight their strengths, while still developing toward those goals, professional develop- annually-says-new-alliance-report/ skills and addressing deficiencies.The same ment undertaken to achieve the goals, and revisions to goals as the teacher’s context can be said for teachers.” changes over the year.”2 2 The professional development team at TCEA provides training for more than The switch to T-TESS is an opportunity 10,000 educators each year. Time and to encourage investment at the district and time again, we have seen that when pro- individual level for personalized learning, fessional development allows teachers to because teachers will be expected to create individualize their learning, they tend to their individualized professional learning http://txcc.sedl.org/our_work/tx_educaview themselves as lifelong learners. That goals. tor_evaluation/teacher_faq.php mindset doesn’t just enrich the individual

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New Feature!

BOOK REVIEWS What Texas superintendents are reading

Originals: How Non-Conformists Move the World Adam Grant

A

Reviewed by Nacogdoches ISD Superintendent Fred Hayes

re you an Internet Explorer or Chrome person? Do you prefer Firefox or Safari? Adam Grant, in his book, Originals: How Non-Conformists Move theWorld, states that your choice of internet browser may be an indicator of your resourcefulness and initiative. By his definition, originality involves introducing and advancing ideas that are relatively unusual. Grant discusses how using Firefox or Chrome is a deliberate choice that takes effort, as opposed to settling on the default browsers of Internet Explorer and Safari. He spends the majority of his book debunking myths of social behavior we all have come to take for granted as truths, such as youth having an advantage in changing the world or that procrastination is a surefire way to set oneself up for failure. Grant shares research that refutes the idea that firstborns have an innate advantage over younger siblings, stating that, in reality, younger siblings are more prone to be risk-takers and, thus, more willing to take initiative.

As leaders in our profession, we would like to think of ourselves as “originals.” We attempt to be change agents, rejecting the default and exploring whether or not a better option exists. As I read this book, I found myself trying to identify with the characteristics Grant explains will help individuals stimulate and champion new ideas and take a moral stand against status quo when necessary. However, I was surprised at some of the actions he recommended to be a successful “original.” He describes the benefits of allowing open, critical feedback of a leader’s actions, behavior and decisions. Grant goes on to say that we should not only allow criticism but welcome it.As leaders we are quick to verbalize a practice of asking our employees to bring us solutions, not problems. However, Grant espouses asking our team members to bring problems, because each person may have different information. Solutions can be generated better from acquiring varying viewpoints.These radical ideas kept me eager to pick up the book and read every chance I found, trying to see just how many of these suggestions I could — or would — attempt to put into practice. Grant has an online assessment you can take before you read the book to see how much you know about becoming an “original.” You can find it at www.adamgrant.net.

In our quest to make the world a better place, we can take away some practical actions from this book.We can learn from some of the world’s best success stories how to better navigate the process of positive change.We have a daily decision to make: to try and make the world a better place or to just accept the way things are and go along. Adam Grant’s “Originals” gives us a blueprint for leaving the environment of our organization better by recognizing good ideas, managing fear and n doubt, welcoming dissent, speaking up and nurturing originality in others.

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INSIGHT

Strengths Based Leadership: Great Leaders, Teams, and Why People Follow Tom Rath and Barry Conchie

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o you believe that the most effective leaders can forever alter the course of your life? If so, you will love Strengths Based Leadership: Great Leaders,Teams, and Why People Follow, by Tom Rath and Barry Conchie. Many of you might recognize Rath’s name because he authored the book, Strengths Finder 2.0.

I highly recommend this book, not only because the authors cite great leaders who have maximized their strengths, but also because it keeps us from picking apart people and dwelling on their shortcomings.This concept has enabled me to work with my trustees and cabinet members in a balanced manner that gives dignity and honor to four critical domains.As new trustees are elected and cabinet members move on, we are able to know which strength is needed to replace the one that is no longer part of the team.

This book grabs your attention right away in the introduction when Rath and Conchie illuminate their profound research on the following findings:

Reviewed by Clear Creek ISD Superintendent Greg Smith

1. The most effective leaders are always investing in strengths.

2. The most effective leaders surround themselves with the right people and then maximize their team.

3. The most effective leaders understand their followers’ needs.

Readers are asked to complete a survey in the back of the book that identifies their top strengths out of the 34 indicators. Once team members complete the brief survey, it is important for you and your team to know exactly what your strengths mean and do not mean, so one can fully understand his or her leadership capacity.

“Strengths Based Leadership” clearly reveals that if you spend your life trying to be good at everything, you will never be great at anything. Furthermore, although some leaders can get by being above average in some areas, those who strive to be competent in all areas become the least effective leaders, according to the authors.

Perhaps the best part of this book is when the authors reveal the four domains that make up a high-functioning team — executing, influencing, relationship building and strategic thinking.The authors found that it serves a team well to have a representation of strengths in each of these four domains. Individuals need not be well-rounded, but teams should be.

Says Steven Ebell, Clear Creek ISD deputy superintendent of curriculum and instruction: “I found the book to be very valuable in that it is a very purposeful approach to working with other leaders from a position of what we have as a team, rather than what we might lack separately.”

Clear Creek ISD board President Laura DuPont adds: “The book and entire exercise, including the discussions we held in a workshop setting, served to strengthen trust within our team, as well as between the team and cabinet.”

The best leaders get to live on.Will you?

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TEACHER OF THE YEAR Program helps Texas teachers tell their stories Ashley Holt Patterson

H TSPRA VOICE

ave you ever read a Teacher of the Year (TOY) application from a campus or district nominee?

If not, it’s a must. I’ve been coordinating TOY programs my entire career, and I have a ritual for reading the applications.As soon as the last submission slides across my desk (or appears in my inbox), I shut my office door, pull out a box of tissues and start reading.

For the past 10 years, I’ve learned where the good content is in an application, and I go straight to it. I always know what I’m about to read will likely destroy my makeup, but I can’t help it. I have to read on. These teachers aren’t just filling in the blanks on an application; they are telling compelling stories about the successes and challenges they experience and face every day as they educate, guide and nurture the future of our nation — stories that, left unprompted, might otherwise go untold.

Now, more than ever, teachers need to share their compelling stories uninhibitedly to help restore the public’s perception of public schools. We need to support the teaching profession and inspire teachers to self-advocate. But teachers are scared — and rightfully so — to speak up in today’s educational environment.

2015 National Teacher of the Year (and Texas Secondary Teacher of the Year) Shanna Peeples (left) and 2015 Texas Elementary Teacher of the Year Whitney Crews (right) congratulate Revathi Balakrishnan, who was named the 2016 Texas Teacher of the Year at the awards ceremony in October 2015. Balakrishnan is a gifted and talented teacher (literally and figuratively!) at Sommer Elementary in Round Rock ISD.

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INSIGHT

How, then, can we more effectively use the TOY program to maximize the influence our teachers have? Together, school leaders can leverage TOY programs at the local and regional levels to create opportunities for reflection, recognition, collaboration and leadership. The TOY program can serve as the vehicle for developing a network of exceptional TOY storytellers and advocates.

About the TOY program The TOY program offers participating teachers the highest state honor available to Texas public school teachers, the Texas Teacher of the Year award. To be eligible for the top award, teachers must advance through a tiered selection process: Campus Teacher of the Year, District Teacher of the Year and Regional Teacher of theYear.

Region 7 is one of 20 educational ser- capacity is one in which they can share vice centers (ESCs) in Texas that facilitates their stories and the district’s good news. the Regional Teacher of the Year awards for the districts in its service area, which Opportunities includes 104 districts and charter schools for reflection across 17 East Texas counties.

At the regional and state levels, the TOY To participate in the Region 7 Teacher program often is viewed by teachers as a of the Year regional awards program, area rigorous process, due to a series of essay districts must submit the applications of questions that require the nominees to their elementary and/or secondary dis- reflect on and describe their professional trict-wide winners. Selection processes experiences, views on current educational issues and the teaching profession. vary by ESC.

“I have become part of a network that I can call on for ideas, inspiration, motivation and support, which, in turn, will benefit my students and class,” she says. “I have learned I am not alone in occasionally feeling like a failure in the classroom.

Teachers are very hard on themselves and sometimes we just need to be reminded that tomorrow is a new day.”

Opportunities for recognition

Appreciation is a basic human need, and Reflection is essential to a teacher’s efforts Teachers of the Year are well-deserving As the program coordinator in Region 7, I find three to five judges (different to improve his or her practice and, in this of being celebrated in front of their peers, administrators, students and community. every year) who are former East Texas area case, to tell a story. educators and administrators to review and score the applications based on a set The 2015 Texas Elementary Teacher of the Administrators in Palestine ISD, another of criteria. The candidates receiving the Year Whitney Crews, who is a sixth grade district in the Region 7 service area, do highest elementary score and the high- math and social studies teacher at E.J. Moss a great job of ensuring district TOYs are est secondary score are named Region 7 Intermediate School in Lindale ISD and recognized through several district and our 2015 Region 7 Elementary Teacher community events, including the district’s Teachers of theYear. of the Year, says the opportunity to reflect back-to-school convocation and annual employee service awards events.

The ESCs submit a total of 40 regional is highly beneficial. nominees (one elementary and one secondary per ESC) in early August for the “It helps us realize the power of our own Palestine ISD’s district winners also are Texas Teacher of the Year program, which voice and of our profession,” she says. “It recognized at an annual chamber of comTASA facilitates. TASA then conducts its gives us a chance to articulate what teach- merce event, where the Citizen of the process for selecting six finalists out of the ing means to us, which is something that Year and other community members are sometimes gets lost along the way for vet- recognized.

40 regional candidates. eran teachers.”

“Teachers are not necessarily paid to proFollowing an interview process, the Texas Elementary Teacher of the Year and the In an educational environment clouded mote public education; they are paid to Texas Secondary Teacher of the Year are with bad press, ongoing legislative change, teach,” says Palestine ISD Superintendent selected. One of the two state winners is pressures of high-stakes testing and poor Jason Marshall. “So, when they get an selected to represent Texas in the National public perception, learning to recognize opportunity to share good things, people Teacher of theYear program. Full program the great things teachers are doing state- tend to listen.” details, as well as a list of regional ESC wide is another important aspect for TOY Being recognized through multiple program coordinators, can be found at program participants. venues isn’t necessarily enough, though. www.tasanet.org/TexasTOY. This is This ability allows teachers’ practices to be Administrators should take care to ensure also where you will find instructions on how to implement the TOY program at reinforced by peers through the sharing of the ceremonies and events are special. ideas, constructive review and praise. Ultiyour campus or in your district. mately, a teacher is then able to support Every year in October, ESC Region 7 Every opportunity a TOY winner and/ the teaching profession in a meaningful hosts a regional reception for all the disor nominee has for reflection, recognition, way. Crews says the support is evident in trict nominees, two regional winners collaboration or leadership in the TOY her new network of fellow Teachers of and their principals, superintendents and families. With the help of a couple of theYear.

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communications and digital learning staff members, we were able to really personalize the reception.

In 2015, our ESC Region 7 digital learning specialist and I packed up a camera and visited the two regional winners at their campuses. The outcome was two great five-minute videos of each regional winner, teaching and telling their stories. We played the videos when we announced each teacher at the reception, which clearly moved nearly everyone in the room. The videos were posted to our website.

“The Teacher of the Year reception is my favorite event,” says ESC Region 7 Executive Director Elizabeth Abernethy.

“Meeting these teachers and having the opportunity to honor them in front of their peers, administrators and families for the work they do in the lives of our students is truly a blessing. It reminds us of why we do what we do.”

Abernethy calls the names of each nominee to walk to the front of the room, where several other Region 7 administrators present them with a certificate and gift. Last year, we added a slideshow that displayed a slide for the nominees as their names were called. The slides included their pictures and quotes from their applications. It was a small way to further personalize the reception, but it was received well and greatly appreciated.

Opportunities for collaboration Opportunities for collaboration in the TOY capacity should be extended throughout the winner’s title year to ensure he or she is able to represent your school and district until the next year’s selection process.

Requiring district winners to serve as mentors, coaches, instructional specialists or professional learning facilitators for their title year is one way in which school leaders can provide leadership opportunities for TOYs. Crews participates in Lindale ISD’s mentor program, where veteran Region 7 administrators and teaching staff teachers work closely with new teachers collaborate with the district and regional or teachers new to the district.

Teachers of the Year for training opportunities. In April 2015, Crews presented “Teacher of the Year, along with our to Region 7’s Teacher Preparation and district mentoring program, is an opporCertification Program interns. tunity to recognize teacher leaders and provide models of excellence to teachers “Inviting Whitney to present was a won- who are new to the district,” says Lindale derful opportunity for our interns to hear ISD Superintendent Stan Surratt. from someone who is in the classroom daily and who is a recipient of this pres- For districts that have a new-teacher oritigious award,” says Regina Davis, ESC entation program, district TOYs could Region 7 associate director for cur- serve as presenters to help set an example riculum services. “She is so humble and for new teachers. made them feel completely at ease to pick her brain. They were awed by the way Leveraging the TOY program isn’t the her classroom functions, and she helped only answer to helping teachers become them realize they too could have a similar storytellers and advocates for education and the teaching profession. Other stateclassroom.” wide educator recognition programs also Crews was able to collaborate with peers can provide school leaders with an avenue from across the nation in her Texas Teacher to share their good news. However, the of the Year role. In July 2015, she attended TOY program is a great start in the right the National Network of State Teachers direction and an opportunity for school of the Year conference in Utah, where leaders to make use of a program that is she had the chance to network and col- already in place with regional, state and n laborate with state TOYs from various national support. states and years. Districts could work with their ESCs to coordinate a similar regional network that could provide monthly or Ashley Holt Patterson is the communications specialist at quarterly member meetings and trainings, ESC Region 7 ESC in Kilgore. A Texas when needed.

Other opportunities for recognition could include involving community organizations and businesses to provide cash awards or other prizes for nominees and winners. Involving your community expands the reach of your teacher’s story and the impact it has on people outside the imme- Another option for implementing oppordiate school community. tunities for collaboration are regional and statewide cohort, conference and training events.

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Opportunities for leadership

School Public Relations Association member since 2005 and the current East Texas area vice president, Patterson has worked in public relations at a higher education institution and for Pasadena, Alvin and Comal ISDs.

Second in a Series

TASA History: 1946–1949 TASA leadership addresses state policy issues Johnny L. Veselka

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he TASA Executive Committee, meeting in November 1946, formed an Educational Policies Commission to study administrative problems, including consideration of “proposed legislation, needed legislation, and other needed action affecting education in Texas.”

As its first action, this commission, chaired by TASA Past President J.W. Edgar, called upon the Legislature to establish a system of unified leadership dealing with the State Board of Education, board member elections, and the relationship between the board and its executive officer.

Other topics dealt with the need to recodify Texas law by “trained experts in law supervised by a commission composed jointly of legislators and educators,” the reorganization of school districts and textbook adoption.

In the biography J.W. Edgar: Educator for Texas, Stephen Anderson notes that, in 1947,“schools were facing the erosion of their school buildings and equipment” and “a predictable tremendous amount of growth in population over the next two decades.” State leaders were in agreement that action needed to be taken to restructure Texas public schools.

The work of the TASA commission led to the formation of the Gilmer-Aikin Committee in 1947 and the ultimate passage of several important bills. Senate Bill 115 provided for the reorganization of the state administration of education into one Central Education Agency, with an elected State Board of Education, a professional commissioner of education appointed by the board, and a State Department of Education to administer the system.

Senate Bill 116 contained the formulas for establishing the first Minimum Foundation Program, and Senate Bill 117 provided for a plan for automatic financing of the system.

The technical consultant to the Gilmer-Aikin Committee was Dr. L. D. Haskew, who had recently arrived on the faculty of The University of Texas at Austin. Some members felt that the proposal to appoint a state commissioner was suggested so that Haskew could be the commissioner.As a result of some members’ opposition to his appointment, statutory language was added to provide that the commissioner of education had to be a resident of Texas for five years prior to the appointment.That provision stayed in law for many years following its enactment.

Following passage of these critical bills in 1949 and the election of the members of the State Board of Education, Dr. Edgar was named the first commissioner of education, a position he held until his retirement in 1974. (Prior to 1949, the state superintendent of public instruction n was elected on a statewide ballot every two years.)

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Small Schools Perspective

THE CULTURAL DIVIDE School culture can influence student performance — for better or worse Stephen D. Patterson

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chool culture is an important facet of public education today. Research indicates that without a school culture that embraces and sustains change initiatives, standards-based reform efforts could fail (Peterson, 2002).Without understanding school culture, a school leader would be handicapped greatly when attempting to address school improvement and change.

Culture is difficult to define. Literature reviews offer more than a hundred definitions of culture (Berger, 1995). Culture typically is some combination of values, beliefs and/or assumptions that organizational members share about what is considered appropriate behavior. Culture is the shared behavioral expectations among team members that become the social glue holding the organizations together (Detert, Louis & Shroeder, 2001). Culture provides stability, fosters certainty, solidifies order and creates meaning (Nomura, 1999).

The culture of our schools may be the most important indicator of school success. Research has shown that when there is evidence of working and social patterns within a school, there is considerable positive influence on the quality of teaching practice (Angelides and Ainscow, 2000). Moreover, when positive educational culture exists, the quality of teaching — and, by extension, the quality of learning — increases.

The way we do things (our culture) must change so that academic potential may be met.To do this, the instructional leader must first become aware of the prevailing culture, or the way things are being done.

The school leader must identify the school’s delivery methods that inhibit or discourage learning, as well as the actions that successfully promote student learning.After all, schools exist to encourage learning in all students. For learning to take place, there first must be an environment conducive to this task.

Toxic cultures Not all school cultures are positive. Negative school cultures subvert positive influences.These cultures are known as “toxic cultures.” These cultures are dysfunctional and often lack purpose, direction, collaboration, collegiality, commitment and, most importantly, effective leadership. These negative characteristics can lead to low morale among teachers and students, breakdowns in communication and low student performance (Barth, 2002). Just as positive cultures can serve the purposes of the school, toxic cultures can work against and defeat the positive norms.

According to Deal and Peterson (1999), there are four primary conditions present in schools with toxic cultures: n pervasive negative values and beliefs; n a powerful network of organizational members who have become “negaholics”; n school heroes who have become antiheroic; and n few positive rituals, traditions or ceremonies.

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INSIGHT

Staff members who work in toxic cultures can be hostile, resistant to guidance and pessimistic. Often, a toxic culture can take root when teachers are asked to do more with fewer resources and with more students — all while under greater scrutiny.This increased pressure can be the catalyst for negative reactions.These negative reactions to seemingly well-intended initiatives for improvement can cause principals and teachers to spend inordinate amounts of energy focusing on organizational negativity, rather than on academic progress (Beaudoin and Taylor, 2004).

These stresses and pressures can contribute to a toxic culture if not closely monitored.

Barth (2002) wrote that converting a toxic school culture into a healthy school culture that inspires lifelong learning among students and adults is the greatest challenge of instructional leadership.

What are the elements of an effective school culture, and how can they be developed? Even our most high-performing institutions can find room for improvement.

School culture is composed of several key elements. Just as there are many definitions of school culture, it is safe to say there are many identifiable components that make up a culture. These components are as unique to different schools as our fingerprints are to one another. For the purposes of our discussion, we will focus on four: unity of purpose, collaborative relationships, professional development and learning partnerships.

Unity of purpose Creating a reason for existence — a purpose — is necessary if we are to all row the proverbial boat in the same direction. It is incumbent upon the district stakeholders to clearly define and demonstrate what the purpose of the school will be. Unity and purpose are typically achieved with a mission statement. It would be difficult to enter a school today and not find a

mission statement boldly displayed in a Collaborative hallway or in the school cafeteria. In fact, school administrators would be wise to relationships do so. Bart (1998) wrote that a mission Collaboration among teachers is not statement is a fundamental building block a new concept, but rather one that has to an organization. received infrequent attention at best. Sergiovanni (1990) has been an outspoken Mission statements are most effective advocate for shared leadership and teacher when they are designed by all members collaboration. His vision regards schools of the organization.The mission statement as communities rather than organizations. must come from deep within the heart of the school. Covey (1998) noted that group It is imperative that we allow our faculties participation in the process is as important the opportunity for connection, problem as the written product. solving and professional dialogue if we are to grow a spirit of collaboration.Through In Orangefield ISD, we recently began these collaborative opportunities, a shared the process of rewriting both the district vision about what effective teaching and mission and vision statements. This was learning is — and is not — will develop. done with the help of our regional ser- This vision is sustainable when it is nurvice center. All school district employees tured at the classroom level and grown participated in a workshop designed to with administrative action. identify what our schools do well, what we want to improve and areas we need to “Curriculum day” is one way we promote grow. This collaborative effort — com- collaboration among our faculty. On these pleted by the school board, administrative days, teachers are given a substitute for the staff, paraprofessionals, teachers and sup- day so they can leave class to work colport staff — has given us clear direction laboratively with their grade-level teams for our future. While admittedly time- or departmental teams, depending on the consuming, this effort has created buy-in instructional design of the campus. These and commitment. opportunities have encouraged interdisciplinary units, technology integration The mission statement is a written sum- and individualized instructional plans for mation of the purpose, values and norms students. Another positive byproduct has of our school district. It gives the organi- been the shared leadership and guidance of zation direction when making difficult school programming, instructional design decisions. It has been described as the cor- and mentoring of younger staff members. nerstone of the organization.

Curriculum days occur as often as once per grading period.They have become an I once had a fellow educator describe the invaluable asset for our growth as a team school year as a race. On the first day of and for improving student performance. school, all the students, teachers, parents, trustees and community take their marks Education is a social science. The key at the starting line. The superintendent word there is social. We are better learnyells “go” and everyone proceeds to run. ers, teachers and mentors to our students Without a mission statement, how would and colleagues when we are allowed to anyone know where to find the finish collaborate. Teacher collaboration is line? Is this a sprint, or does it require socialization with a defined subject. We endurance? What are the rules, and where present teachers with an agenda for their is the path? An effectively written mission day, but developing those agenda items statement defines the race. is a collaborative effort led by the group.

In essence, curriculum days become an

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opportunity for professional development, of knowledge maximizes the district’s while producing the necessary planning investment in professional development for the upcoming grading period. for employees. Teachers have come to understand that attending professional conferences comes with the expectation Professional that they will present to their colleagues development at a future date. This process has created Historically, staff development has been an expectation of leadership and a buy-in underappreciated, underdeveloped, to the overall design of the professional tedious and short on follow-through. learning experience. When they have It has occurred on the margins and has the right to choose what conferences to been focused on training versus problem attend, it inherently shapes the learning of solving (Little, 1993). Educator partici- the whole staff. pation is often limited too. The typical staff development experience consists of Professional development is not the only annual district-wide gatherings and the piece to the puzzle, however. Even the best occasional mid-year conference. These professional development will be insufsessions often are disconnected and not ficient to improve teacher practice and goal-driven.Yet, professional development student learning unless it can be bridged to is a key component to school culture. It is community partnerships with the school. critical to keeping teachers informed of best practices and new developments in Learning partnerships the field.

There is a wealth of literature, dating Beck (2001) sums up the entire purpose back to the 1970s, that shows ample parof staff development when stating that the ent involvement has a direct and positive heart of teacher in-service is the ongo- impact on student achievement through ing professional growth of the individual higher test scores, grades and attitudes teacher. It should not be novel to treat toward learning (Clark, 1983; Epstein, teachers as professionals and allow them to 1987; Henderson, 1988). Research furinteract with one another for professional ther suggests that for parent involvement growth. efforts to be successful, they need to be defined clearly and become integral to the Our leadership team has taken an school mission, goals and culture. approach that empowers department leaders from all campuses to take ownership We have developed a technology plan to of professional development. Moss and bring our parents into the school. Utilizing Noden (1993) note that teachers should district and classroom websites, electronic be involved in all aspects of their pro- notifications (such as Remind101), email fessional development, including needs newsletters and district announcements at assessment, objective design, content and sporting events, we have seen an increase outcome evaluation. Department leaders in parental support. Inviting parents into are given voice through surveys and meet- our schools is a priority. As educators, ings that are a dialogue for professional we are proud of our work with students. development creation.

By including the parents in the process, we have found increased support for the Often, our staff development presenters teaching/learning process. are district teachers and administrators who share what they learn at professional Parents and community are an asset for conferences that they chose to attend at public education. The more they underthe district’s expense. This passing along stand our challenges and obstacles, the 32

INSIGHT

more they can help us overcome them.

Supporting and growing Parent Teacher Organizations, site-based decision-making committees, district educational improvement committees and many other groups help the school fulfill its purposes.

Utilizing 21st century communication techniques is a critical component for inviting, informing and supporting parents in the education of their children. Parent resources, student study guides and event information can be distributed, shared and accessed electronically with minimal effort. Modern technology has made it easier than ever to partner with parents in a way that is both cost-effective and sensitive to their time.

Building a cultural link The concept of school culture is not a new idea. Educational researcher Willard Waller began writing about this concept 84 years ago. His descriptions of school culture are still relevant to the modern school. The invisible force of school culture places meaning on what we say and do. It shapes how stakeholders both interpret and act on our words and decisions.

Culture ultimately consists of the stable, underlying social meanings that shape the campus beliefs and behaviors over time (Deal & Peterson, 1990).

Every school system has its unique culture.

We cannot take programs, ideas, beliefs and actions from one system and assume they will translate to another with similar results. Educational theorist Thomas Greenfield spoke of this act as “dissection.”

When dissecting what we view as successful and necessary from other programs, we must take care to understand the nature of the dissected piece, so it might be equally applied within our context. Failure to understand this can result in rejection and distrust.

Our goal must be to build a cultural link to the vision, mission and goals of our schools.

When this link is created, it becomes the driving force to cultural growth and transformation. A school’s culture has far more influence on life and learning in the classroom than the president of our country, the U.S. Department of Education, the school board, the superintendent or the principal. But, one can provide leadership that empowers those around us to create mechanisms that promote student learning in a culture committed to learning.

Without a focus on school culture, we cannot accomplish the necessary changes needed to meet the challenges facing 21st n century educators and students.

Stephen D. Patterson is superintendent of schools for Orangefield ISD and serves on TASA's Small Schools Advisory Committee.

2016 UT/TASA Summer Conference on Education Save the Dates and Reserve Housing

The 2016 UT/TASA Summer Conference on Education will be held June 26–28 at the Renaissance Austin Hotel, where rooms have been blocked.

References Angelides, P., & Ainscow, M. (2000). Covey, S. R. (1989). The Seven Habits of “Making sense of the role of culture in Highly Effective People. New York: Free school improvement.” School Effectiveness Press. and School Improvement, 11(2), 145-63.

Deal, T., & Peterson, K. (1999). Shaping Bart, C. K. (1998). “A comparison of School Culture:The Heart of Leadership. mission statements and their rationales San Francisco: Jossey-Bass. in innovative and non-innovative firms.”

International Journal of Technology Manage- Epstein, J. L. (1987). “Parent involvement: What research says to administrators.” Edument, 16(1), 64-77. cation and Urban Society, 19(2), 119-136.

Barth, R. S. (2002). “The culture builder.”

Henderson, A. T. (1988). “Parents are a Educational Leadership, 59(8), 6-11. school’s best friends.” Phi Delta Kappan, Beaudoin, M. N., & Taylor, M. (2004). 70(2), 148-153.

Creating a Positive School Culture: How Principals and Teachers Can Solve Prob- Little, J. W. (1993). “Teacher professional lems Together. Thousand Oaks, Calif.: development in a climate of educational reform.” Educational Evaluation and Policy Corwin Press.

Analysis, 15(2), 129-153.

Beck, W. (2001). “Testing a noncompetency in-service education model based Moss, B., & Noden, H. (Eds.). (1993). on humanistic or third force psychology.” “Pointers for putting whole language into practice.” The Reading Teacher, 47(4), Education, 3, 337-343.

342-345.

Berger,A. (1995). Cultural Criticism. LonNomura, K. (1999). “Learning to lead.” don: Routledge.

Thrust for Educational Leadership, 29(1), Clark, R. M. (1983). Family Life and 18-20.

School Achievement: Why Poor Black Children Succeed or Fail. Chicago: Uni- Peterson, K. (2002). “Positive or negative.”

Journal of Staff Development, 23(3), 10-15. versity of Chicago Press.

Sergiovanni, T. (1990). “Adding value to leadership gets extraordinary results.” Educational Leadership, 47(8), 23-27.

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PRINCIPLES-BASED LEARNING: A closer look at the other PBL

FOREWORD

by Greg McIntyre Foreword and afterword by Christine Drew

How do we design instruction to best facilitate learning? Have we set up teachers for success or failure in this process if they don’t have a wide repertoire of research-based strategies to meet student needs? We might ask ourselves if we know the answers to these questions: n

n

n n

What does effective instruction look like? Do we know it when we see it?

Who will teachers look to when they need help with instructional design?

What kind of design will result in learning that lasts?

Are there research-based principles of learning that can inform the design of instruction in a way that will predict the best possible result?

On another, but a tightly intertwined topic, what kind of curriculum alignment process will allow this work to succeed? Pacing of the curriculum has to become dependent on data analysis and the belief that we can dip back into learning targets already covered so that students can master what was forgotten. Are we prepared to trust the data and our teachers to make changes in pacing or to create a student- and teacher-friendly curriculum so that we can use the data to inform instruction?

As Texas school districts implement T-TESS and T-PESS and may choose the Student Learning Objectives (SLO) process, these questions loom over us.We must empower teachers with a nimble curriculum to implement an instructional response to any assessment for learning.

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In College Station ISD, school officials have been exploring the idea of principles-based learning as a response to questions like these. Their intense study has led to some profound, deep understandings. In the past, they have, like many others, studied and implemented a number of sound, research-based instructional models, such as workshop, project-based, direct instruction, flipped,AVID, math stations, blended and so on. However, student group performance (Hispanic, African-American, Caucasian, economically disadvantaged) has remained stable in grades, standardized test scores (both state and national) and other benchmarks.

In the work that we do with districts and schools, Syfr Learning CEO Dick Erdmann and I listen to a lot of district history, review strategic plans and think through with our clients if a focus on enduring principles of learning could be the glue that binds all their initiatives together. It often seems as if there are so many different masters to be served, and, yet, the only one that really matters is the mission of American public education we all serve: enduring and transferable learning. For so long, we have focused on the test score as the measure of our mission that we seem to have forgotten that our core values are based on the success of student learning (as demonstrated by multiple measures) and on learning how to learn. Using the research from the National Academy of Sciences and the best-known scientists in the fields of cognition and neuroscience, and with the help and encouragement of partners like College Station ISD, we have drafted a

set of principles of learning around cognition, motivation and relationships that serve no other master than learning. Knowledge of these principles and the skills to apply them successfully are the key to increasing organizational capacity in our schools.

As we embark upon teacher and principal observation, reflect on our practices and look for evidence of student improvement, we have a wonderful opportunity to seek a deeper understanding of student learning.As districts work to define a learner profile or to help students become college- and career-ready, it is imperative that we also define a set of principles of learning. Sometimes, when we begin with a fixed end in mind — like a college- and career-ready graduate — we tend to design the work as if the young student is merely a smaller version of the young adult learner. There can be dire ramifications for this mistake. What do we do to transform our classrooms around developmentally appropriate learning goals?

What follows is a narrative from Greg McIntyre, College Station ISD deputy superintendent of curriculum and instruction, on the progress of the work we have done together. From this article, we hope it will be apparent that professional learning in College Station ISD is truly organic and represents an evolution of ideas.

The administration and school personnel at all levels are highly engaged in deeper personalized learning to make the model sustainable. Like any transformative work, this professional development is iterative in its nature and has to be adaptable to change.

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S

everal years ago, I was listening to Syfr Learning CEO Dick Erdmann explain Disney’s principles of animation.

He described how, in the 1930s, the art and science of full-length movie animation identified certain principles of animation that hold true to this day. I remember asking myself: Couldn’t this same idea hold true for education? Are there some lasting principles for learning that could stand the test of time? If so, what are the principles of learning that we could use as a foundation for our work?

At College Station ISD, we began by asking ourselves whether the instructional models we had implemented were also learning models.Was there something we were overlooking in the area of instructional design? In the summer of 2012, these questions moved us in the direction of Bill Daggett’s work in the three Rs: rigor, relevance and relationships. Soon thereafter, I attended a presentation by Erdmann on the topic of re-thinking the three Rs. He was the only speaker who equated the chemical changes in the brain (neuroscience) to the learning approaches through the three Rs.

succeeded. It could be a puzzle, a video game — anything that is challenging in that moment. Relevance, that sense of accomplishment, is what keeps a student going.

Relationships have a lot to do with our ability to take risks as we learn. If I don’t feel safe, encouraged and supported in learning something, then I’m less likely to try. I need to trust that you won’t make fun of me if I take a risk and fail.

Over time, we began to work with Erdmann and Christine Drew.They already had tapped into the research base needed to start developing a set of learning principles, and our collaborative professional development allowed us to apply those principles to the work we had begun in implementing instructional models.

In a nutshell, the principles of learning Syfr shared with us state that students learn best when provided: 1. Offer novel experiences at the individually appropriate level of challenge, or stretch. Challenge students by differentiating questions, responses and assignments; encouraging students to take risks; and helping them understand that failure is a part of learning.

It was in this session that I also heard the idea that rigor doesn’t simply mean difficult. It’s more of a balance between easy and hard; it delivers the right amount of cognitive challenge, or stretch. If the work is too easy, it’s “drill and kill.” If it is too 2. Incorporate meaningful repetihard, it encourages learned helplessness. In tion with variation. Be careful with other words,“I can’t do this, so why try?” this one because repetition can be mistaken for drill and kill. In 1885, HerRelevance isn’t only how a concept or man Ebbinghaus demonstrated that our activity applies to real life. It’s how the brains are wired to forget. So, how do concept or activity applies to the life of we address this notion? There are several the learner, and it is manifested through a strategies, to include: sense of accomplishment. The learning • Provide relevant connections and elaboration by tying memories becomes relevant to students because together, creating emotional hooks they tried something difficult and they and storytelling.

• Be mindful of time and spacing. Schedule practice over several days, limit direct instruction and/or practice sessions to 10 minutes or less, and ensure that students interact with the material again within 24 hours and then again seven days later.

• Progress toward a meaningful end.

Problem-based projects and challenges make it matter.

• Create progress through increasingly complex questions, such as true-false, matching, fill in the blank, working backward from the answer, open-ended, short answer, essay or project, problems, projects, challenges and content.

3. New knowledge needs to be connected to previous knowledge.

Observe, simplify and connect. In this context, observation is initially superficial but deepens through purposeful repetition. Our brains need to simplify — or “get the gist of something” — to remember it. Connecting enriches memory and enables broader application. Metaphors are especially helpful to create connections.

Continually question students through the instructional process. Paraphrase, summarize, simplify and abstract the knowledge.

Provide cues, hints, frames of reference and questions to connect to prior knowledge.

Tie memories together through immediate elaboration.

4. Use high-quality models. Imitate and demonstrate. Models ignite motivation through inspiration. They provide a foundation for imitation, improvisation and innovation. Models are a frame of reference for analysis and prediction. Look for both patterns and exceptions. Provide models that vary in form — people, processes, objects and skills. Use narrative and visuals as models. Create original models.

Modify models. Use a model for analysis, criticism and prediction. continues on page 38

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Principles of Learning Students learn best when provided: Novel experiences at the individually appropriate level of challenge, or stretch.

Instructional Design Growth Mindset Allow for mistakes to show opportunities to help one learn and grow.

• Failure is a part of learning; it’s how we plan for and respond to the child who fails that makes us better educators.

• Give frequent feedback.

• Too easy or too hard = drill & kill.

Meaningful repetition with variation.

Fixed Mindset Low scores or unfavorable data are signs of weakness.

• Quit making careless errors; pay attention.

• If you need lots of feedback, you’re not trying hard enough.

Success strategies are the key factors of student performance.

Natural intellect is the key factor of performance.

• Amount of time and timing are crucial.

• People have a tendency to forget.

• Think rehearsal.

• Think rate of forgetting.

• Just remember it.

• Do I have to repeat myself again?

New knowledge connected to previous knowledge. Observe.

Simplify. Connect.

All students are capable of high achievement.

Only a few students can achieve at a high level.

• Tie ideas/experiences together.

• Get students to summarize or elaborate.

• Encourage students to supply evidence.

• It’s intuitively obvious.

High-quality models.

Students need examples, collaboration and feedback.

Espouse the rugged individualist.

• Imitate with moderate variation.

• Think tracing paper.

Multiple and frequent opportunities for success in small learning increments.

Encourage thoughtfulness, grit and workmanship.

• Break down goals into small steps.

• Celebrate the things that show intentionality and growth.

• Fences up.

• Don’t copy answers from your neighbor.

• No talking.

Scores count. Faster is smarter.

• Keep up with the pace.

• Score high.

• Just do it and figure it out.

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continued from page 36

5. Offer multiple and frequent opportunities for success in small learning increments. Just like learning a dance, a language or running a marathon, we break it down into small successful steps before tackling the whole routine. After setting a long-term goal or target, break it down into manageable pieces with frequent feedback; remember that failure is part of learning.

AFTERWORD

Applying the principles of learning within each instructional model (such as workshop, project-based, direct instruction, flipped, AVID, math stations, blended and so on) increases the likelihood of student

success, as evidenced by the underlying By continuing to refine our understanding of learning principles, instructional research base. design and mindset, we can better influAlongside the principles of learning, we’ve ence student learning through collegial examined growth and fixed mindsets and coaching conversations.We view coaching their implications for instructional design. as a set of strategies and a way of thinking For example, in a growth mindset, failure that support instructionally based converis viewed as part of learning; it can help a sations on behalf of students. What better person learn. However, in a fixed mindset, way to ground those conversations than failure is seen as a sign of personal weak- upon the principles of learning? As we ness. If I, as a teacher, place my students further refine and better understand these in a zone of challenge (or stretch), then principles, our coaching teams are better I should expect that students will expe- able to focus on the desired results.Applyrience failure from time to time as they ing the principles of learning and mindset learn the new information or skill. How I places College Station ISD in a real frameplan for and react to failure differs greatly work of an organization truly focused on n depending on my mindset as an instructor. learning.

Anytime we begin to think that our work to learn about learning is done, we learn more from collaborative partners, like College Station ISD, who take us further and make us better.We also learn from the evidence teachers provide as they apply the principles in classrooms and collect data as evidence to support a change in practice.

College Station ISD’s motto is:“Success: Each life. Each day. Each hour.”To serve every child, we must understand deeply: How do we learn? We know more about promoting student success with research-based practices than ever before. Let’s make sure we seize each day, each hour, with principlesbased learning.

Christine Drew is president and chief creative officer at Syfr Learning.

Greg McIntyre is deputy superintendent of curriculum and instruction in College Station ISD. 38

INSIGHT

TASA Corporate Partners

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TASA is grateful to our 2015–16 corporate partners for their support.

2014–15

Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.

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