#Bragging

Sometimes it is important to step back and recognize that the work you are doing is having an impact. We are in the process of implementing a Community School model in my elementary school. While it is an incredible amount of work to organize and implement, it is work that is very much needed in my school community. An article by Julie McMahon that was published in the Syracuse Post-Standard last week, highlights the work that we are doing as a school to support our school community (read the full article here). It has helped to raise awareness in the greater Syracuse community regarding the significant level of need - both in terms of basic needs and academic supports.

I am overcome with appreciation for the many people who have shown interest in the work we are doing at my school. How humbling it is to realize that other people recognize the value of the work you are doing! I also continue to be in awe of the people who are on my team. They take the idea of relentless commitment to serving our school community to the next level. When we think about what is necessary in school turnaround, having the right people on your team is absolutely number one in changing the trajectory of a school.

The next steps for us in implementing a community school model are exciting and there is much for us to learn. I am proud to be surrounded by so many talented and dedicated educators and to be supported by a community that can envision how schools can make a difference in the lives of our students and their families.

#relentless

We have been having this conversation for about a month - what does it mean to be relentless? The Turnaround Teacher Competencies developed by Massachusetts for their Level 4 (turnaround) schools, indicate that teachers must have a "relentless commitment to high achievement for all students" (Massachusetts Level 4 Powerpoint ). As we have been studying these competencies to see where we need to support teachers moving forward in our turnaround plan, we have had a great deal of discussion around what it means to be relentless as an educator. 

When I doubt my own level of commitment or whether I am able to lead us to the level of success that we are challenged with, I invariably see the faces of our students and it pushes me to remember why I do what I do. My belief that our students deserve the same high quality education that I expect and demand for my own children underlies my commitment to the work we are engaged in. A staff member shared this week that there are days when she goes home and feels deflated, but she picks herself up and tries to give everything she has the next day. I think that is the definition of relentless – just not giving in to giving up. I think the more we are able to be okay with the fact that we are not perfect – that there are going to be bad days and days when we wonder why we are involved in this work – and we help one another to see how important we are in the lives of the 800 children we serve, then we will continue to move in the right direction. I have said before that I firmly believe in the power of a teacher. The classroom teacher is estimated to have 2-3 times more direct influence on student performance than any other factor, including leadership, socio-economic status, services received, or facilities and materials (ASCD - The Power of a Teacher ). Teachers matter more than anything else in student achievement. That is powerful – and a little scary. My first superintendent used to always say, “If it is to be, it’s up to me,” and I have lived by that motto throughout my career. There is no place where that statement is more evident than in a classroom.

So, how do we know if we are having an impact? How can we assess that our efforts are truly making a difference - that we are not just relentless in our work without having anything to show for it? Certainly, looking at the data is an important first step. Having data analysis discussion in grade level teams, in vertical teams, and with individual coaching cycles helps to power this forward. We also must carry that data into our planning and implementation of lessons that use effective strategies, checks for understanding that inform our practice and lead to immediate adjustments, and greater individualization to meet student needs. There is simply no denying that this looks different than planning one lesson and sticking with it. Instead of making the kids meet us where we are, we are actively engaged in meeting them where they are. Going back to my initial thoughts – don’t they deserve that?

Here is a link to a video clip of a high school in Texas that has successfully implemented a turnaround plan. http://www.ed.gov/blog/2013/04/texas-turnaround-becomes-a-model-for-success/ In this clip, teachers, parents, students, and administrators talk about what it took to dramatically improve student achievement. The pride that they felt when they knew they were moving in the right direction is evident in the smiles on their faces and the words that they choose. This is powerful testimony to the power of a teacher and the importance of relentless commitment.

A colleague of mine expects that his teachers have a "whatever it takes attitude" about the work involved in dramatically improving student achievement. We talk about having a relentless commitment to high expectations for student achievement. No matter how you phrase it, being a turnaround teacher is challenging, exhausting, and extremely fulfilling. Shifting a school from a failing school takes real work and real change - it is far from easy. Turnaround teachers are a special breed of educator that deserve significant acknowledgement and appreciation. They are changing the face of education every day and giving a future to our children. They are #relentless.