Data - hammer or flashlight?

Is student achievement data a hammer or a flashlight?

Clearly student achievement data provides information. It identifies student performance on a variety of assessments. We get state assessments like the MEAP. We get national assessments like the NWEA. We even have teacher created assessments.

All provide insight into student performance. But how are we supposed to use the information that these assessments provide?

The obvious answer, to me at least, is that I want student achievement data to be a flashlight. I want to use data to help people see, to light the way, to help illuminate things that otherwise would not be seen.

Using data as a flashlight also lessens data as a threat. People - administrators, students, teachers, parents, and community members - come to see that we are trying to use data to move forward. We are not interested in punishing people. We want to use data to help us find answers.

But data, truthfully, is a hammer. It is a hammer because people personalize it. Results are seen as a direct reflection on them. Teachers see it as a reflection on their teaching. Students see it as a reflection on who they are, not as a chance to take a pulse check. Parents see it as a reflection on them as a person and a referendum on their parenting.

Data is also a hammer because states are mandating that we make judgements about people using data. Data becomes one of the measures that we are required to use in evaluations. We rate teachers effective or ineffective based, in part, on data.

Data used in this way becomes a hammer.

But this must change. Student achievement data must be seen as a flashlight. Data gives information. With information we can see a way forward.

Student achievement data allows us to ask questions. Does the achievement of the students reflect their ability? Why or why not? How does the student achievement data give you insight into your own instructional practice? What is working? What doesn't work?

These questions are asked not to point fingers and assign blame. Instead the questions are asked to guide us. The questions light the way. Helping all of us to improve. A flashlight not a hammer.

Those of us in leadership have to make a conscious and deliberate effort to communicate that we believe data is a flashlight. It provides insight. In our conversations, in our writing, in our off-handed commentary we must make sure that our message is consistent - data is a flashlight.

Let's fire all the third grade teachers!

The Detroit Pistons fired their coach today (Sunday, February 9). Mo Cheeks was hired just last summer. Several months and fifty games later he is done.

Pistons owner Tom Gores simply said, "Our record does not reflect our talent and we simply need a change."

Results matter. 

Yet, this seems a little premature.

Tom Gores, the owner, fired Cheeks. As it should be. He hired Cheeks. Just last summer, Mr. Gores said, "After spending some time with Maurice, I was very impressed not only with his basketball knowledge but his communication and leadership skills."

Yet, now Mr. Gores clearly is no longer impressed. Mr. Gores did not say anything about Mr. Gores' lack of performance. 

And so it goes. Those that are hired are fired. Those that hire basically say its not their fault. 

Teachers in Michigan know how that feels. 

Michigan's state legislature has created a teacher evaluation system that requires a "student growth" component. It seems that teachers are being blamed.

Let's be clear. It is critically important that our students learn. 

And teachers are hired to teach students. So it would seem natural that if students do not learn we could blame the teachers. After all, "with our talent . . "

But that's not fair. Oh, certainly, teachers need to be able to demonstrate that students are learning. That is their job - to teach.

But those of us who hire, the Superintendents, the Boards of Education, we need to do our part. We need to focus on class size, support, materials, buildings, professional development. 

We are in this together. 

We can't fire all the third grade teachers. It would not be fair. It would not be appropriate. 

Instead, I need to listen to the teachers. What do they need to do their job? What is making their job difficult? How can I help? 

I need to support teachers not fire them.

Mr. Gores can fire Mo Cheeks.

I don't want to be that guy!

We all have met this guy.

He's unpleasant. He thinks he is more important than everyone else. He thinks he knows more than everyone else. (He probably does - but that is not really the point.)

He puts people down. He rolls his eyes. He doesn't listen.

He's a bully.

He's also a doctor.








Read the article "Medical Disrespect."

As I read this article I thought about our schools. Replace doctor for the principal, the teacher, the Superintendent.

Please don't let me be this guy!

These bullying actions can cost lives in a hospital. Surely the outcomes are not that dramatic in schools?

But they are. Teachers hesitate to share their struggles because they are afraid their colleague will not be supportive, that their principal will not listen and the openness will result in a lower evaluation, and that the Superintendent will react harshly.

Student performance suffers because people refuse to be open, honest, collaborative.

The article states,

Disrespect is a threat to patient safety because it inhibits 

collegiality and co-operation essential to teamwork, cuts off communication, undermines morale, and inhibits compliance with and implementation of new practices. 

In my mind this could apply to schools. Disrespect is a threat to student achievement. Collegiality and cooperation disappear. Professional learning communities, central to much of the work that we now do, cannot survive in a disrespectful culture. Communication, morale - central to creating an atmosphere that promotes innovation and learning - are compromised.

Schools, like hospitals, are people-focused cultures. If we are to create a culture that supports student achievement we must create a culture where people are treated humanely, where behavior that is rude or mean or belittling is not tolerated.

We must commit ourselves to creating a culture that treats colleagues and students humanely. If we really are concerned about improving student achievement we can do nothing less.

The end of the world! But we will survive!

The rivers have frozen!

Snow is piled higher than a person is tall.

The roads are two snow covered ruts.

The wind whips snow across roads and makes it feel like the temperature is well below zero.

Yet, dogs are happy!

I am happy!

Why?

Because it is winter in Michigan. We know that it is cold and icy and snowy.

We also come to work every day and teach great students, work with great colleagues, and work in a wonderful community.

Life is good, almost great!

Although I would like it to warm up just a little!

The MEAP fails the "timeliness" test

Four months ago the students in grades 3-8 in my school district were given the state MEAP assessment. Students in grade 9 were given the Social Studies MEAP assessment. 

Results are still unknown.

The state of Michigan has not released the results and I have been given no indication of when they will release the results.

This is unacceptable.

The MEAP assessments, along with the state MME assessments, form the basis of our accountability system. 

The system lacks accountability.

In my school district we have an accountability system. The MEAP is not a significant part of it because it is not timely.

The results from the MEAP assessment, taken in October, have little to say about the performance of the students in my district today. My teachers and students have moved on. The results of the MEAP will not shed any light on the performance of my students in January (or February or March or whenever we receive the results.)  

Assessments are an important part of teaching and learning. They help us measure student growth. Assessments give us a perspective on whether or not students are learning the lessons that we are trying to teach. They give insight into the relative strengths or weaknesses of a student.

But the MEAP with its lack of timeliness does not help us. 

In Novi, we are attempting to create what we call a “robust internal accountability system.” We believe that parents want a system that gives them accurate information on the progress of their children. 

Parents will point to the MEAP but we say to them that is not who your child is today. That may have been who your child was but they have had four months of instruction since that assessment was given. The child is different now.

Perhaps some would argue that the MEAP is not about individual student accountability. They might say that the MEAP is about school accountability. Are schools teaching the standards that the state has identified as important? Schools can look at strengths and weaknesses and identify what they are doing right and what they can do better. The MEAP reflects the relative position of the school not the student.

If that is true then why give individual results at all. By giving individual results the state is saying that the MEAP has important information to give to students, parents, and teachers. 

But the information is now at least four months old. My teachers know their students. The MEAP will not shed any more light.

We are required to give the MEAP but I do not believe that it provides much insight. Novi's good teachers know their students. Test results that are four months old will not give them additional insight.

Football, student engagement, and success

Today, I read this:

"One thing Tony Dungy told me is that, if you can make individual players better, then they're going to listen," Kelly told me. "So I think when you're dealing with anybody, no matter what business it is, if people understand that you care about them and you want to help them, then I think they're going to take to it." (http://espn.go.com/nfl/playoffs/2013/story/_/id/10286019/2013-nfl-playoffs-leaders-not-gurus-achieve-most-success-league)

       

What do I learn from this?

Whether it's football or school, people need to know you care. Part of caring about people is working to help them improve.

In schools, we don't work with people who make millions of dollars. I am not giving direction to someone who has signed a contract that ends in lots of zeros.

Instead, I work with students. Students who on occasion may not be all that interested in school. But if I can connect with that student - if I can get that student to understand that I want them to be successful - then I have a shot.

And that's all I need. I just need a chance.

I get that chance when I convince that 1st grader or that 8th grader or that senior in high school that I care about them.

Let's honor what's important this year

A new year started today.

Even though it's a new year, priorities that have been set will continue to drive us forward.

No doubt there will be distractions. Much like years gone by, people and projects will pull at us.

We will get frustrated and overwhelmed. We will wonder how we can get it all done.

As we survey the horizon and chart our course, we need to remember that work is not our life. Even though our work is important and what we do matters, we need to remember that we have other priorities that we cannot ignore.

My hope is that we can find our balance this year and lead the life that honors both our family and our work.