One of the things I try to do is to be open to feedback even when it is critical. Many of my teachers share specific praise when it is earned and specific criticism when it is needed as well.
Recently, one of my teachers sent me an email about the NYS Math Test. I've asked for her permission to use parts of what she wrote to me in this blog. It's honest and speaks to the hard work we have all been trying to juggle on the 3-8 level.
Lisa,
As you always model for our staff and as I always model for our students, I will remain positive, learn from mistakes and move forward. I strongly believe there needs to be more change in testing. I hope that Commissioner MaryEllen Elia listens to these concerns, considers them, and makes the necessary changes in testing that puts students first.
This has been such a great two weeks. I am so impressed with how our students handled testing with such diligence and tenacity. I wanted to give a personal perspective on this week’s testing. You are the most positive and effective principal I have worked with, so I am hoping that even though it is my personal perspective that maybe you can take some of this perspective to use in your own way.
I am in my fourth year of teaching the Common Core Math Standards. I struggled through the hasty implementation of CCLS and now am at point where I feel successful, positive, and confident with the Common Core.
This has been a great year. I really feel I did my best teaching this year and that I did everything right. I covered all the standards at a pace and level appropriate for my students. I taught challenging content at a level of rigor and complexity equal to the level demonstrated by the released questions.
I put no pressure on my students and made the testing process as stress free as possible for my students. I felt confident my students were prepared and was confident in their performance levels.
Last week several of my students actually commented that they were excited about the math test because they felt so comfortable and confident with the material. I really felt they were ready for the test.
Last week several of my students actually commented that they were excited about the math test because they felt so comfortable and confident with the material. I really felt they were ready for the test.
That is until the actual administration of the test.
The extreme difficulty level of the math test was a disappointment on many levels. With these words, my words, I am standing up for my students. Changes are still needed to the testing process. The tests need to be designed so that they provide a reasonable chance for success yet still maintain required rigor.
After reading her words, I feel responsibility for her feelings. Todd Whitaker says, "When the principal sneezes, the whole school catches a cold." I've tried to remain positive and supportive in my work as lead learner and during our implementation of the Common Core standards and state testing. I've complimented the tremendous progress that has been made and encouraged my teachers to believe in the trajectory we are bound to be on.
Yet, I'd be the emperor with new clothes if I pretended not to hear the words of my teachers and their reflections after this round of state testing. They believed me when I said I knew we would do better.
Still, in many ways, beyond test scores, we have already done better! I won't let that go unsaid.
I was recently reminded, by a trusted colleague:
"We were told that it is going to take at least seven years for the Common Core to be implemented enough to make a significant difference. We cannot ask teachers who are emotionally and physically worn out to give more than they have. As students progress through the grades, then teachers will be able to ask for more."
Still, in many ways, beyond test scores, we have already done better! I won't let that go unsaid.
I was recently reminded, by a trusted colleague:
"We were told that it is going to take at least seven years for the Common Core to be implemented enough to make a significant difference. We cannot ask teachers who are emotionally and physically worn out to give more than they have. As students progress through the grades, then teachers will be able to ask for more."
We're left accepting just how much more work remains to be done along with appreciating how much we have indeed already accomplished! That can't (and won't) be underestimated.
We'll continue this important work, together.
Work we can only do if we remain honest, reflective, and forward thinking.
Todd Whitaker: Leading a Culture of Change
"One of the things I think we need to do is people need to make efforts...As a leader, I don't need to wait until I have success. I can just, at the point where you are making any kind of effort, try to reinforce that. I think that's a critical part of moving an organization forward."
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