Read the
Vignette for Chapter Four and the two sets of talking points at the beginning
and the set in the middle. Based on chapter four and these vignettes, address
the following:
How can a literacy team determine what really needs to be
done to meet their overall goal (such as improve literacy learning) and how can
a team deal with problematic areas such as resistance and gossip?
In order for a team to decide what really needs to be done to achieve their goals, a needs assessment should be conducted. The literacy team can collect quantitative and qualitative data about current literacy programming and I like the idea of taking a 'data retreat'. With regards to my setting, I think doing a needs assessment survey would be the most eye opening. I catch myself making judgements about where I think our weaknesses are, but I'd love to get the perspective of classroom teachers. The professional development I offer will be much better received if my faculty is the one communicating their list of wants/needs for improvement rather than having me tell them.
ReplyDeleteAs a teacher, I completely agree that teachers are more likely to participate if they feel like they have had a say. Probably the number one complaint from teachers in my school is that no one asked their opinion.
DeleteTeachers in my school say the same thing. This year we got a new principal and she really listens and cares about what the teachers have to say. It's so nice.....
DeleteI agree that the teachers should be included in the process, especially from the beginning.
DeleteDue to low I-STEP scores for multiple years in a row, our school did do a "data retreat" last summer. We took two days to truly look at the data and see where we needed to go. It had some harsh moments but also some light bulb moments. We all (well maybe most) felt like we had ownership in how we were going to improve our school.
DeleteKristine,
DeleteDid you put any thing into the works this past school year? If so, how were your ISTEP scores affected?
At my last school, we were restructured under NCLB because of low ISTEP scores. We were assigned a person from 2 different agencies. One person was to help us learn how to reflect, ask questions about instruction and data, and assist in answering our questions. Each grade level met with her every month for a professional development meeting. The second agency person focused on literacy professional development. Each grade level met with her once a month as well. (Each meeting was 3 to 4 hours.) It was a very intense process! But, it was well worth it. The children were improving in literacy. And after 3 years, the school improved so much that we were off of academic watch. The staff really took ownership in helping to improve our school.
DeleteI agree with the teachers wanting to be apart of the process. This year for our EOY assessments we put many or our IA's in to classrooms so teachers could actually work their own students and go through assessments with the children. It worked great for most, they felt more comfortable with why we pull out and the importance of the results meant a lot more to them. We have a strong GR program in our building, one grade level wasn't on board, but the last couple days of school, I overheard a teacher from this grade level saying they would be on board for next year to do a 30-35 GR block with their students....I know they saw the results from this year in the other grade levels and feel it will be a positive for their studetns too.
DeleteSuccessful stories like your Kelley really help others! It makes "new" procedures look less frightening knowing that there is a light at the end! That is awesome your school is off of academic watch.
DeleteI agree that teachers need to be involved and are more likely to be open and participate in the process. I know that in my building the entire staff is involved in everything. It didn't use to be this way but we got a new principal about five years ago and she believes that if everyone is involved, we all have a say and things will run more smoothly. I have to say that there has been a difference among staff attitudes for the better when they know they are involved in the process.
DeleteI agree that students should know why they are being tested and the importance of it. Students should also be able to view their test results so they can see how the could improve for next time. Jodi what is a GR block program that you were referring to?
DeleteI love the idea of a data retreat. I am sure it can get hard and it would take some time at our school for everyone to recognize and remember that the point of the data is to help ourselves help our students become better readers and is not a tool for judgement and pointing fingers. So many of our teachers collect great data but when I sit down to talk with them, they are unsure how to use that data to help their students.
DeleteI feel that a data retreat would be very beneficial. At my last school, we had to work at our grade levels to analyze our student data. There were a lot of teachers on my team that were frustrated with data, and focused more on how difficult the data was to analyze than they did on how to evoke change as a result of the information gleaned from the data. I was wondering how your school structured the data retreat, did you have an outside person/agency that coordinated the data analysis? Were you trained in how to analyze the information in order to make changes in your instruction? I could see this process as very difficult for my current school.
DeleteFor the literacy team to determine what really needs to be done to improve literacy in their building, they need to create a needs assessment survey. By doing this they are asking for the teacher’s input on what their most problematic areas in the classroom are. Since the school has a lot of students who are learning English, their biggest problem may be the amount of reading resources available in both languages and that are age appropriate. This is a problem I had faced in the past when I had English language learners. Also, the survey will give teachers a feel of accountability in the decision making and should help with resistance to change. If they feel like they had input on what the changes were, then they might be more willing to change. To help with the gossip, I would suggest to just keep asking that everyone be forthcoming and honest about their needs, wants, and issues. Problems can’t be solved unless they are brought out into the open.
ReplyDeleteI agree that there needs to be some sort of way for teachers to express and discuss their issues/problems. The hard part comes in keeping this focused on what parts are important and what parts are "you can't ever make her happy, no matter what".
DeleteJeanne, I think there is always going to be that one person who is never satisfied or focuses way to much on the problems that are out of our control. I agree that it is super important to allow teachers to express their ideas and opinions about issues and problems.
DeleteYes, I agree. This past year at our school we had a professional development meeting where we wrote down what was positive at our school and what was negative, about everything we listed that were negative was out of our control and coming to us from the state. Our principal made a data sheet so we could see what things were going well and what was not going so well for us, so it was all out in the open. It also seems that in our school English language learners and our special education students are the students who have the most trouble on ISTEP or other testing that is done in our building.
DeleteI think the first thing that the literacy team needs to do is to conduct a needs assessment. This will make sure that you are 'addressing actual rather than perceived needs' (Vogt 74). While the team can collect qualitative and quantitative data for the needs assessment I think it is extremely important to think of the school demographic as well. This will give you the whole picture of what the needs are for the school. I think by knowing what the data says in addition to the school demographic the needs will be best supported.
ReplyDeleteTo help deal with problematic areas like resistance and gossip the team would need to have an open coversation with the rest of the staff about the needs. I think as a teacher who is not on the SIT or Literacy Team yet I feel more involved in our Professional Development and School activities when I have input before hand. Right now I am currectly helping to align our curriculum to the common core standards for next year. I think it is so important for the actual teachers who are doing this to get to know the curriculum rather than just have it thrown upon us.
My complaint is not only having things thrown at you with little or no training, but always the need to change things that aren't broken. We are always changing our online gradebook program or email program. It seems like just when I have it figured out, something changes. I like the fact that we are proactive and seem to flow with all of the new technology; I think I am just getting old and more complacent with how things are.
DeleteMy team of teachers is always saying the same thing. Once we have finally figured something out the district changes it. It is very frustrating, but at the same time I understand that everyone is just trying to o the best thing for the students.
DeleteI have the same complaint. So many times we are given something new to work with and have no training. We started a new phonics program two years ago and just this year had someone come in and train us on the program. Our new principal set it up for us and it was very beneficial. Too bad it was two years later....
DeleteWe are trying to change everything now to align with a standards based report card that won't be ready for another year. It is really hard to wrap our heads around something new when it isn't going to be started until next year. I am glad that we are helping with the process though, although it is frustrating, because I have a better understanding of the process and how my year will be.
DeleteI also agree with training being made avail. to teachers and IA's...Our Literacy teacher made this past school year a practice run for Friday's being GR planning days for teachers and Professional Development type meetings to take place. The teachers really seemed happy with this time being a priority each week. Again, we are fortunate to have several IA's avail. to sub in classroom. Everyone seemed to benefit from this new method...We plan to continue next year. Training builds confidence and assures what we are doing is validated...
DeleteI hear the same complaints in our corporation. We are never trained completely in on thing. Changes are made so quickly we can never really learn something to be great at using it. FRUSTRATING!
DeleteI agree as well!!! Our literacy coach is wonderful and is always searching for more ways to help us improve our literacy teaching. However, sometimes she pushes something new onto the staff and we don't get training before we are expected to produce! Teachers became frustrated this year and just flat out said, "No!" to the new imitative until they received more help/training.
DeleteI agree with most that have posted on this topic! It is frustrating when our district decides to change things that are working or does not give us the training we need for a new program. I know that they are trying to do what's best for students but when the change happens so quickly it's stressful for teachers.
DeleteYes, a lot of the time in our Professinal development we are given a new book to read about reading comprehension or some other area of study but we never spend long enough on it before we have time to practice it and just move on quickly to the next area of study. It is the same way when it comes to learning new technology or curriculum they give it to us without the proper training or no training at all and except us to use it or teach with it right away, it is very frustrating!
DeleteJanet seems to be well organized and enthusiastic about her new job as a literacy coach and reading specialist. I think she did the right thing by asking the literacy team members to hold off for a week before spreading the word until the team meets again to organize a plan. I get frustrated sometimes in my district because they share a new program or information with us before it has been thought out and planned. All this information is given to us, and then new and different information is given a week later. It is frustrating, and teachers often start to talk and complain. Having the literacy team have a well thought plan will help avoid some problematic areas. When Janet’s literacy team meets again, they need to address any questions member may have, the process of involving teachers, data collection, research, and resources. They will also need to examine their large Limited English Proficiency population to determine how those programs will fit into the plan. Once those components are complete, the team should develop and distribute the needs assessment survey to the staff. The needs assessment should be developed as a team and take into consideration the school's demographics. After analyzing the report, it is imperative to continue to use the collaboration process and keeps all of the staff informed. Another great way to continue success is to focus on the accomplishments, even if they are small. Recognize those teachers who are putting forth effort. Keeping an upbeat and positive learning environment can go a long way when trying to get teachers to buy-in
ReplyDeleteI completely understand your frustration. I feel that teachers are often blamed for lack of academic success, but they are rarely sought after for advice or input. I think getting the staff’s input is key to having the staff on board.
DeleteI totally agree with staff involvement. If we want to succeed then we need to work together to accomplish our goals. I have found that success at our school has happened when teams worked together and communicated the needs and opinions of all involved.
DeleteI remember when we piloted Reading First, it was exactly what you explained, the handing down of "loose information". We would do what they told us and then, a month later, they were telling us something different. It was very frustrating to say the least and we all voiced this on a daily basis for quite some time during our first year. Planning is an important key!
DeleteI understand your frustration. My school often times tries to implement new programs before they have really thought the process out. Inevitably, my school will make changes to the initial plan after work has already begun. This is so frustrating. I love your comment about focusing on small achievements. Sometimes everyone gets so wrapped up in the big picture they forget about all the small steps it takes to get there. Congratulating teachers on small accomplishments goes a long way towards motivating me to continue working my hardest.
DeleteHere is a link on teambuilding.
Deletehttp://www.livestrong.com/article/204342-team-building-exercises-for-adults/
I sent your website to our plan team to discuss team building activities for next year. We will have a very different staff once all the RIFs and transfers are completed in our district. (3 more days of school!)
DeleteThese ideas will be great for our staff summer retreat. Thank you!
DeleteI really liked the teambuilding link. I think we should do more of these activities at my school.
DeleteKristen,
DeleteI totally agree with your comment that information can be shared too quickly. This is something that I have had to work on in my own teaching because I often have a vision of what I want the students to do. I'll tell them about it, and then realize that what I had planned wouldn't work as well as I had planed. I easily see the Big Picture, but the minor details slow me down. I have found that running my ideas by a few colleagues has helped me consider my thinking, and begin the process in smaller steps. I notice that the "jump first, think later" mentality happens very often as State policies are being created. What you described in your school sounds a lot like the information that we would get from our principals regarding new state policies, only to find out later that the mandate had been modified.
In order for the literacy team to full understand what areas need improvement an assessment needs to be given. All the teachers in the school have give their input on the areas of concerns and areas they feel improvement is necessary. Be doing the assessment teachers will be able to voice their opinions. By having everyone in the school involved this should help with anyone having resistance. When teachers are able to voice their concerns and goals they are much more likely to feel involved. Gossip is always an issue in schools. Hopefully since everyone is giving their input this can be avoided. When everyone communicates this tend to run much smoother.
ReplyDeleteErin, I agree with your post. When teachers feel like they have input in the change they are less likely to resist the change. It feels like in education now so many decisions are being made over our heads without any choice or voice from teachers and we are expected to just go with it! I think if teachers had more input on our evaluation system, we would still work on improvement in our instruction and wouldn't be so unhappy with all these recent changes!!!
DeleteIn order for a literacy team to determine needs of their school they need to go in with a positive attitude and an open mind. Knowing and relaying to the staff that working together as a team will bring success to all involved. The team will also need to evaluate the literacy program with a needs assessment. This would give the team the comfort of knowing that they are addressing actual rather than perceived needs. The demographics of the school will need to be reviewed along with the qualitative and quantitative data. I think the idea of a Data Retreat if a great way for the data to be analyzed, discussed and evaluated for an improvement plan. Involving the teachers, as the author stated, is important. This could help with resistance and gossip. No one likes to be left out of the loop, especially when they are part of that loop. When the teachers are involved and updated in all aspects of the improvement process they will have a sense of ownership. As the author put it, they will likely “buy in” to the process if they have invested time and energy for a common purpose. I found this part very interesting, as I think about how our schools have had some committees or teams that have met and then things were not shared effectively or plans fell through due to lack of enthusiasm. I think things should be done as a team, discussed and then shared. So I do agree that teachers should be involved in the school improvement process. I also think that if a team plans proactively that they can avoid problematic areas. To let teachers know that adjustments can and will be made based on the literacy needs over time, will also aid in the avoidance of problem areas and resistance. Communication is an important piece of any plan.
ReplyDeleteAfter a year of using a new math series, we are finally getting together as corporation grade levels to adjust to the new common core standards. This is after a year of discovering that the sequence did not work for the upper grades and Acuity/I-STEP testing. I am in hopes that as we adopt a new reading series this upcoming year our corporation/school is more on top of things.
DeleteI feel that schools today have bigger turn over rates than they used to because of the demands placed on teachers and principals and with budget cuts, so it is harder to build a strong team in your building when new teachers are coming in and out all the time. One way our building is recognizing teachers hard work is voting on our peers for certain areas that they are doing a good job in or are very strong in like being a good instructional leader or data master.
DeleteTo begin with the literacy team needs to make sure they have all their "ducks in a row". They need to make sure they have a plan before sharing it with the teachers. It is very frustrating to discuss a plan in a faculty meeting that wasn't planned out completely. Then the team needs to implement a needs based assessment to gather and analyze data. Using a needs based assessment will allow the team to have actual data what needs improvement. The team needs to make sure that the teachers understand what the assessment is for and how they are going to use it. I think if teachers understand the what and the how of the assessment they are going to be more willing to complete it honestly, which in turn would impact the literacy teams goals and vision. To help with the gossiping issue I think that the team definitely needs to keep their plan quiet for a week or two, until they have completely thought through the plan and can explain it effectively. The team can also assure the teachers that they are a part of the change, by explaining how the needs based assessment will be used.
ReplyDeleteMaking the teachers aware of how and where they fit in to this equation is precisely what needs to be done. Using the needs based assessment can easily do this.
DeleteIt is frustrating, and sometimes we experience this in higher education.
DeleteFirst and foremost, the literacy team should conduct a needs assessment. As stated by Vogt and Shearer, the results of this needs assessment would help the group “determine priority goals, develop a long-term plan, and allocate funds and resources.” The needs assessment is used to make sure that the actual needs are being addressed. Reiterating the statements made on page 81, the best way to deal with resistance and gossip is to be proactive. Teachers should be involved in the assessment and the plan from the very beginning. If the teachers know what it is and how it is going to help the teachers and the school, they will take ownership of it. They will want the plan to succeed, and they will take pride in seeing that it succeeds.
ReplyDeleteI like the idea that you used the word "pride". Pride is a small word, but it carries a huge impact. Teachers taking pride and feeling successful fuels more motivation.
DeleteYes, pride is a powerful word.
DeleteMelissa, the data boards sound very neat. I'm sure the data is a lot easier to read that way. I agree that teachers are more resistant to new things, unless we are given some resources and training to help. It can be a bit overwhelming at times when we keep being handed new strategies that have to be implemented, but aren't given any resources to do so.
ReplyDeleteIt is imperative that Janet and her team do a needs assessment to collect qualitative and quantitative data. This will allow them to see where they are and why a change needs to occur. It will also help them to create their two-year vision about where they want to see their literacy instruction. Creating a two-year plan will allow for tweaks as they find things that do not work so well and it will also allow for small successes.
ReplyDeleteIn order to create an effective change within the school, all staff members need to buy in to the changes and why they are necessary. Keeping communication open with everyone and showing that the change will take place over time and not all at once will dissipate any fears that someone may have. With the lack of fear, gossip and resistance will hopefully not be a factor.
Last summer my school (all administration and teachers) worked hard over a two-day period to create a two-year plan of change for our school. All members of the team were allowed a voice in the process. This gave everyone ownership in the change. We made goals for each quarter so the change would not be so drastic (like when Reading First first began). Specific members of our "team" were given jobs for each goal. That made sure not one person was in charge and overworked. After the first year of implementation, I can't wait to see how our plan worked and where we move from here.
Kristine, I can't wait to hear about it either. I am eager to start a literacy team at my school and I would love to hear how your two-year plan went.
DeleteBoth answers to the questions posed in this blog revolve around data. In order for the literacy team to determine and meet their goal, data must be used. Instead of guess and check, it must be provide systematic evidence and check. This evidence must come in the form of data based on student performance and teacher evaluations (this could be surveys or observations). It is imperative to include teachers and other stakeholders as soon as possible. Once these stakeholders realize that goals have been based on data, some of which came directly from the teachers, they will be more accepting. Having a clear plan as to what weak points are, how they can be strengthened and what will be expected during the process will remove a lot of gossip. Changing the environment from one of "personal opinions" to one of "scientific evidence" will keep achievement of the literacy team's goal attainable.
ReplyDeleteYou're right, Jeanne. Data is the one thing that is driving the literacy team. I think it would be important to complete a needs assessment. However, I also feel that looking at hard evidence like DIBELS reports or Acuity testing (common assessments), you have data that shows student performance! You can have a literacy team and do a needs assessment, but I think a big indicator of what that literacy team addresses is going to come from student performance data.
DeleteI agree with you, Jeanne! Data is what needs to drive our instruction and focus of instruction. I think that it so much easier for people to "buy in" to something if there is evidence and data backing it up. I also think that having a clear plan (as you mentioned) is very important when you are presenting a change in focus. This helps those involved see where we are, where we want to be, and what steps we need to take to get there. This takes some of those feelings of being overwhelmed and "where do I begin?" out when there is already a plan established to help guide the process. Great points!
DeleteOur school is very fortunate since we are an all Kindergarten building. We have 18 Kindergarten teachers and we all use the same assessments. So, when we compare our data it is very useful to see the areas we are lacking in. It also helps us individually, we seek out teachers with higher scores to find out what we can do differently to improve.
DeleteWow Becky, that really would be beneficial! I think as teachers it is so important for us to overcome our prides and never be afraid to, as you said, seek out the teachers with higher scores. Attitudes like that will definitely make us grow! If you don't mind me asking, where do you teach? I haven't heard of a school with that many Kindergarten teachers! :)
DeleteWe too have data boards and it is empowering when you move a "red" student to "yellow" or "yellow" to "red". It's a great visual to see where you are and where you need to go! I think as teachers, we want to do the very best we can to help students and when we feel inadequate due to lack of training, our inadequacies are reflected in our attitudes to the change.
ReplyDeleteThe first thing a school literacy team would need to do to begin the process is a needs assessment. On page 74, a needs assessment is defined as, “an evaluation in which information about the current status of the school literacy program is collected and examined. Its purpose is to document the probable needs for a program or service.” Another quote that I liked on page 74 said, “The needs assessment is one way to ensure that you are addressing actual rather than perceived needs.” A lot of times, I feel that everyone has a different opinion of what needs to be worked on or they have certain people they feel need extra help. However, when you complete a needs assessment, I feel that you would get more nonobjective answers and perhaps gets a better idea of what teachers in the building feel need additional help.
ReplyDeleteAfter completing the needs assessment and looking at the data you received back, I feel from there you can build your team. I think you can start with a few initial members of the team in order to complete and build the assessment. However, I have always felt that one way to address team members that you may feel need some additional help is to throw them into situations where they have no choice but to help! If the assessment comes back with comments about grade levels or individual teachers, I think they should then become a part of the literacy team. I feel people won’t learn unless you give them the opportunity to learn.
Teams can deal with problematic areas by reminding everyone of the big picture: a literacy team was created in order to better the learning of all students, which in turn, will help the entire staff. Anytime we have a new committee that is formed or staff sees a group of people talking with the principal in his office, there is always gossip! I’d remind people that in order to get better and become better teachers, we need learning moments ourselves and sometimes it takes doing something like building a new committee to help make that happen.
You raised an interesting point in your response post. I had not thought about seeking out individuals who might need assistance with literacy instruction as members of the team. After thinking about your point, I can see how including someone who feels that they struggle with literacy instruction will add a valuable view point to the team.
DeleteWe used DIBELS data boards, as well. Since I am the Title 1 teacher, I was in charge of the DIBELS wall. However, I felt I was the only one who used that information or even looked at it! Teachers did not help with the cards or pull up information to help complete them! They may have looked at it on their own, but I think it would be better as a group effort, versus one person completing the cards and moving them around! You're right, it is powerful when you drop a student and it is rewarding when you move a student up! This year, my principal told me not to do the data wall since everything was electronic. What do you think?!
ReplyDeleteA needs assessment is one of the first things a Literacy team needs to do to meet an over all goal. A needs assessment is one way to insure you are addressing actual versus percieved needs. I like the way Wisconsin Dept of Public Instuction suggests analyzing data through 3 lenses: achievemrnt patterns, student patterns and program patterns. Collaboration is key though. Teachers need to have a voice in various aspects of the literacy program. A needs assessment survey for the teachers to complete is a good place to begin. I have noticed though when we ask teachers to complete a survey at my school they dont get turned in. A good time to have teachers do a survey might be in a staff meeting. That way the Literacy team does not have to hunt them down.
ReplyDeleteClear precise goals need to be given to teachers to ward off gossip. But gossip is going to happen. The literacy team just needs to stay consistant in their goals and the data given to give quality professional development and help.
I think that it is a good idea for the literacy team to give the survey to their staff at a staff meeting. This way teachers will have adequate time to fill the survey out and the literacy team will make sure that all the surveys get turned back in. Sometimes, if a survey is just thrown in a techers mailbox, it gets put into a pile with other papers and may be forgotten about.
DeleteI do agree that it is easy for gossip to happen. Being prepared, having black and white evidence and keeping communication lines open just helps keep to a minimum.
DeleteAfter the literacy team has been established, the team needs to come together to develop a needs assessment. The needs assessment helps to ensure that the team is doing what actually needs to be done as opposed to what they might perceive needs to be done. Once the team has developed the needs assessment and it has been approved by an administrator, the team needs to distribute the assessment and then analyze the data they get back from the assessment. The literacy team can evaluate and analyze the data that they get from the assessment and then use it to help them come up with a focus and overall goal for the team.
ReplyDeleteAs with any new process and goal, there may be some resistance to change or new direction. The team can help avoid some of this resistance by keeping the stakeholders (the teachers, staff, faculty, and sometimes parents) involved in the process of shaping the vision from the start. If the team includes them in the process, they will likely feel more comfortable with the as they have more of a sense of ownership in the process. It helps bring everyone together and allows everyone to share in a common goal rather than one that was forced upon them. This helps them feel like part of the team rather than an outsider who is having new ideas/visions/goals pushed on them.
Kristen-I agree with your thoughts about keeping stakeholders involved in the process. It does create a community of sorts by keeping everyone up to date and involved. Personally, I think it people feel like they invested something in the process they will be more likely to accept it. No one really enjoys being told what to do, but I think when they feel involved it doesn't feel as much like being told to do something.
DeleteKristen - I like your term 'stakeholders' because that is really what we are. Good thought!
DeleteI like that you mentioned including parents because they definitely have an investment in the future of the program. Our school is lucky to have wonderful, supportive parents and they love it when we ask their opinion about the future of our school!
DeleteFor a literacy team to meet literacy needs of their school, they need to have a strong focus and idea of what the needs are for the school. Determining the school's need can be done by creating a needs assessment. Thorough review of the needs assessment will be necessary to understand the school's needs. After reviewiing the needs assessment, the literacy team will need to collect qualitative and quantitative data, examine resources, and instructional plans of different literacy programs available. As far as dealing with resistance and gossip, there are a couple of things the team can do. First of all, keep everyone up to date on what is taking place and what is being consider. The team should get feedback from those not on the team about the questions and concerns they may have. If the others that are not on the literacy team still feel like they have a voice, I think that would minimize the gossip. Open communication with others is the key when trying to minimize the gossip. In regards to resistance, I know personally, I did not appreciate being told I had to do something in my classroom through an email or typed paper with little explanation. If something new will be implemented, I think there should be some meetings demonstrating how and what should be done. i think showing rather than telling would cut down on the resistance to change. Communication and demonstration would be key elements in the areas of gossip and resistance.
ReplyDeleteFunny you should mention that you prefer showing rather than telling. Our superintendent comes to our school once a month for an informal meeting. We don't have to attend, he says he is just there to answer questions -- the funny part is, we have dubbed it a "telling" because our questions aren't always answered, although we are generally "told" something. Obviously, the attendance at the meetings seemed to be diminishing toward the end of the year!
DeleteInteresting, and yes, I can see why the attendance went down as the year progressed. It would be very frustrating to have designated times to ask questions and not feel like they are being answered. Also, just being told rather than shown how something is supposed to work can be very frustrating as well. There are a lot of "good ideas" in theory, but actually putting them to work and seeing how they work within the setting they were designed for can produce a completely different outcome. Sometimes it would be nice for the ones doing the "telling" to actually have to complete what they're telling others to do!
DeleteI like focusing on a short term goal to meet a long term goal. The little positives make so much of a difference when you are teaching. We have DIBELS boards as well through our Title 1 teacher, K-2. I do feel we need some sort of visual for the other grades as well. Teachers need to know that what they are doing is either working or not working.
ReplyDeleteAfter a strong and devoted literacy team has been developed, the first thing that needs to be done is to figure out the school's literacy strengths and weaknesses. A needs assessment should be done to assess what the actual literacy needs of the school are. According to the textbook a needs assesment is, "An evaluation in which information about the current status of the school literacy program is collected and examined." The school needs to collect and analyze the data to make conclusions about what is important to include in their plan.
ReplyDeleteIn order for the team to deal with problems such as resistance and gossip, they should make sure ALL of their teachers feel like their voices are being heard, and that they are informed about what is going on. By giving a survey to the teachers, they will feel like their thoughts and opinions are being shared. Also, by creating a two-year implementation plan teachers will not feel so overwhelmed with the new changes. They will be able to slowly implement each part of the plan in their classrooms. By continually assessing the plan, teachers will be able to share their successes and concerns. This will limit the amount of resistance that teachers will have.
I like the idea of surveys. That seems like that would eliminate a lot of the gossipping issues that could arise.
DeleteNicole, We've had electronic for quite some time, you still have to print the reports. There is just something about seeing them on the wall! I would let your principal know that it is just another way of showing data and that you think it's important. We were in charge of doing our own cards after benchmarks and placing them where they belonged -- talk about powerful -- so you are right -- the teachers need to do this -- it gives them more ownership!
ReplyDeleteJanet and Mary have quite the task in front of them. To begin, one of the first steps that needs to be completed (other than their already established literacy team) is to create an assessment to identify the needs of students throughout the building. The Needs Assessment will provide data on: district demographics, student demographics, professional development of teachers, administrators, and support personnel, and data on parent, family, and community members. The data collected in this assessment will help drive the future meetings/goal setting completed by the members of the literacy team.
ReplyDeleteOnce the goals, for the students and staff at Janet and Mary’s school, have been established, the team can then work together to begin their work on helping the school population reach those goals. For example, perhaps the LEP students are not performing at a proficient level on their Language Arts Assessments but are performing on grade level in Mathematics. This data will provide the necessary information as to where/when the push-in interventions should take place. If data collected shows that students are performing higher on fictional text than non-fiction text, the team might want to work on providing the means to “beef up” classroom libraries with non-fiction text.
ReplyDeleteAn issue the team must face, then, will be to get all staff members on board with their literacy plan. While only a select few members have been identified for their team, I believe that a “recorder” should send the “minutes” or “notes” out to the entire staff so everyone is aware of the work that is being done. The team should also share, during staff meetings, the work that has been taking place on the team. This way, all teachers can stay “in the loop” with what is being done on the team and how their work will help both students and staff reach their literacy goals.
ReplyDeleteI think that having someone take notes and disperse them to all staff members is a great idea! This allows those teachers who choose to not be involved stay in the "loop" with what is happening. It also provides them another opportunity to possibly respond and share their voice in the matter if they think something needs changed or added along the way.
DeleteIn addition to sharing notes from the literacy team, maybe there could be an area on paper that could ask for responses to or questions about the notes. This might get some reluctant teachers to voice opinions to the team instead of spurting off to colleagues. It will also make them think a bit more if they write down questions/concerns/thoughts. It's always better to think before you speak, but most of us are more likely to think first if we are writing rather than speaking.
DeleteI agree that someone should share notes and information to all. Keeping everyone in the loop will help with gossip, fear, and anxiety.
DeleteChapter Four mentions that in order to determine the needs of a school and make the literacy team effective, the school should have a Needs Assessment process in place. This can achieved through a Needs Assessment Survey that is given to the teachers. The survey would give teachers a chance to address their concerns and needs in a non-threatening way. The teachers on the literacy team may already have an idea of the school’s needs, but the use of a survey would allow all teachers to have input, which would give the teachers a deeper interest in the goals of the literacy team.
ReplyDeleteIn my school, I have been privy enough to see resistance and hear gossip. To counteract resistance, the literacy team can make sure that teacher input is valued and listened to. Also, the literacy team can implement major changes in small increments, so the teachers can have time to learn and adapt to the new concepts. I have noticed when changes are “thrown” at the teachers, they tend to resist more and have negative feelings towards the changes. The literacy team can also make sure that the teachers receive adequate training. Also, the literacy team should make sure that the administrator is on board with all decisions, so he or she can help carry out any action plans. My corporation jumps into new ideas without thinking and asking for opinions, so I know by informing and keeping teachers informed, the gossip would be minimized. There will always be gossip, so the best the literacy team can hope for is to do what is best for the students and make sure that the teachers are well-informed.
Leanne,
DeleteI agree with you wholeheartedly in regards to allowing teachers to express their concerns and needs in a non-threatening way. In my school system many of our best teachers refuse to suggest changes or new techniques simply because they fear retribution from our administrators.
You hit the nail on the head when you mentioned teacher input should be valued. Often times we discuss how strange it is that people outside of the classroom make some many decisions regarding curriculum changes and programs to implement inside the class.
Adequate training is also a very valid point. My school system sounds similar to yours. Often times we are given a 1 hour in-service and expected to implement major curriculum changes based on nothing more than a brief introduction to concepts.
I agree that overwhelming the staff is not the best way to implement change. I like your suggestion for slowly rolling out changes and allowing teachers to adjust to the changes before adding another expectation.
DeleteWhen I read your post, the points that stood out were the very ones that Whitaker and Decker mention. Baby steps are important to make change not only easier but also more thorough and productive.
DeleteNicole, My school is also a title 1 school and our title 1 teacher does the same kind of "wall" that you do. She keeps it in our conference room where all the grade level RTI meetings are held. This lets everyone see the growth that is being made and the students that are still at risk.
ReplyDeleteWe also do data boards. For the past few years, we did them in filemaker. It was great, because teachers were ablev to see all of the students. It was easy to prepare for an incoming class. Unfortunately the district did not allow us to use the same program this year. They said they wanted to come up with a district wide tool. We categorize students either benchmark, strategic, or intensive. We take into account scores, family support, interventions, as well as behavior. Each quarter we meet to reevaluate. It is a valuable tool.
ReplyDeleteThe first thing that needs to happen in order to figure out how to meet their goal is to conduct a comprehensive needs assessment as referred to in the vignette. This would help to determine specific needs rather than having differing opinions. Individuals would be able to express what needs they feel should be met and then collaborate to form a combined list of specific needs for the literacy team. Data also needs to be examined in conjunction with the expressed opinions in order to create an effective plan. In order to defeat resistance and gossip, teachers and staff need to know that they have a voice and that their opinions are valued and respected. There needs to be a safe atmosphere set in place where people feel that they can express their opinions without being chastised for them. The more people feel safe to express their opinions, the more opinions the school has to work with in order to create the most effective goals and means of achieving those goals.
ReplyDeleteAndrea, I agree that there needs to be safe environment even among the staff members. Unfortunately, it rarely happens, which is frustrating because we all talk about making safe environments in our classroom. Why can't adults do it?
DeleteThis comment has been removed by the author.
ReplyDeleteOnce the literacy team is established one of the next goals is a needs assessment. According to page 74, a needs assessment is "an evaluation in which the information about the current status of the school literacy program is collected and examined." Once the needs assessment has been approved by the administrator, teachers need to be aware of the importance of the assessment. One part of the reading that really stuck out to me was that "a needs assessment is one way to unsure that you are addressing actual rather than perceived needs." Next, the team needs to analyze data by looking at information that needs attention and identifying other indicators that point to that information.
ReplyDeleteI believe to help limit gossip is by open communication. Teachers need to know what is going on. I feel that the literacy team should hold open meetings for teachers to come and be involved and know what is going on. Also, the literacy team needs to send out emails to all teachers about what the team is working on at the time. Although the reality is, some teachers will not attend the meetings or pay attention to the emails and continue to gossip or show resistance. But I do believe by having open communication the gossip and resistance level will be limited.
Making the meetings open is a wonderful idea to help reduce gossip. I agree that all staff members need to know what is going on within the meetings in order to understand the process and "buy-in" to the objectives set by the team.
DeleteMelissa, I completely agree with that.
DeleteMelissa, I agree with you too. Open meetings are a great way to help reduce gossip. It is so important to get people to understand the process and to "buy-in" to the objectives. If a school has open meetings, than everyone has the chance to learn about the changes taking place. Gossip is slowly eliminated because everyone should be on the same page.
DeleteI feel the most important thing a literacy team must do to achieve its overall goal is collaborate and communicate its goals to its teachers and stakeholders. Performing a thorough needs assessment by looking at school demographics and collecting student data will help target areas of improvement. Besides assessing student needs, the team also assesses the needs of its teachers and stakeholders. The team creates both short-term and long-term goals in order to meet their overall goal and decides which area of improvement to work on first as a school. From there, the team monitors progress and provides support for teachers who face obstacles along the road to achieving the common goal.
ReplyDeleteIn order for teachers and staff to continue to work together to achieve their school’s literacy goals, the author in chapter 4 suggests the literacy team “troubleshoots possible barriers to success and create proactive plans for overcoming them.” In other words, the literacy team must take the time to assess how everyone is adapting to the changes. Collaboration and communication are key and the literacy team must take time to acknowledge the importance of these skills and praise its staff for using them effectively.
I agree that assessing how everyone is adapting to the changes is important. It seems like oftentimes things are set in place and that's it -- no questions or opportunities to respond about the changes. It should also be evaluated so it can continue to be tweaked if need be!
DeleteI think most people know the barriers to change that exist in their working environment. Sometimes I wonder if leaders really do intend to take the voice of the teacher in to consideration. Right now in Indiana I would say less than usual.
DeleteFirst, the literacy team needs to develop a needs assessment to identify the most important needs and thus provide a framework. The needs assessment/survey should be kept simple, concise yet thorough. Teachers sometimes become more resistant when additional work is added to their already full plate. On a different note, the literacy coach could spend significant time within the first few weeks of school in the classrooms- observing and getting to know the ins and outs of instruction and the students. The needs assessment can then be developed through the information gathered during these observations. Again, it is VITAL that teachers recognize the value of the literacy coach and not to see the coach as an evaluator or supervisor, but instead someone who is there to help and support. Once the needs assessment has been developed, it is important to share the information with the staff in a positive way. The old adage applies here, “It’s all in the way you say it.” Bringing about change is naturally exciting-both positively and negatively- and thus providing the plan for change can provide a variety of feelings. It is important to stay positive and to maintain that the changes will positively impact the students.
ReplyDeleteStaying positive....I completely agree. If everything was working with the previous plan, there wouldn't be any data supporting the new change. I know change is hard for anyone; however, the needs of the students are the most important thing in the plan.
DeleteYou have said many important things here. Buy in, trust, time management. I think teachers do often feel like things swing back and forth and that they are bogged down by that. Good insight.
DeleteThe literacy team should determine what really needs to be done by analyzing student data, observing classrooms, and conducting professional conversations with peers about the state of their literacy program. The literacy team should also create a needs assessment survey. After administrations approval, they should distribute the survey and then analyze the results once the surveys have been completed. The needs assessment coupled with student data and classroom observations will provide the team with the input necessary to begin to create short and long term goals to accomplish the vision and goals they developed.
ReplyDeleteIn order to avoid resistance, the literacy team will need to develop teacher buy-in. This can be accomplished by clearly and effectively communicating their purpose, goals, and plans with the entire staff. The literacy team could send out discussion notes and allow for teachers outside of the literacy group to ask questions and offer suggestions. They could provide professional development and share their work as it is developed. Allowing all teachers to feel that they have a voice is critical for creating teacher buy-in. Effective and timely communication with the staff will make the process transparent and help to diminish rumors or gossip. The literacy team should be represented as a group working for the greater good of the school and not a group created to judge teachers. They should highlight the things that are working well before offering their ideas for improvement. Their ideas should be presented in a non-judgmental format. They should also set up roles, responsibilities, and meeting norms to keep their planning discussion professional. Professional meetings and communication will discourage gossip.
Communication is definitely key to success. If they predict the concerns and questions, there will be no room for gossip. The data can do the talking.
DeleteI really believe you have to get input from the whole staff, even if some of it ends up being non-useful. People , and I hear it even in this class, feel like there opinions do not matter. Then when input meets data, I believe the representative of the school can forge a plan.
DeleteI agree that everyone wants to feel they have a voice, and provide their opinion.
DeleteLiteracy Teams with a definitive purpose will know exactly what the needs of their students and staff are; the road which needs to be taken in order to achieve success, and what obstacles may confront them along the way. The literacy team can use the Needs Assessment process to gain further insight not only into the needs of their students, academically speaking, but also their school and community. Through surveys and assessments the team can learn what the needs of the community are; true diversity and the gaps in education that come along with that. Through investigation the team can also gain insight into the level of family/community involvement and the strength the outstide community has with the school. The Literacy Team can also rely upon academic and observational data collected by many teachers, at many levels, and from many perspectives to determine which areas of their program need additional support and which practices have already proven to be successful
ReplyDeleteEmpowerment and awareness are the keys to creating a sense of ownership and involvement. Rather than making decisions and implementing new practices without the consultation of staff would more than likely not be welcomed with open arms. In order to avoid resistance and gossip the members of the literacy team can involve staff in data collection, determination of both long term and short term goals, along with the creation of specific strategies that should be practiced at a school wide level. Inevitably teachers will continue to complain regardless, however, in this case if they are complaining about the program that has been put into place they are critiquing the work that they have done. In order to avoid further gossip, create an open forum throughout the implementation process. This will allow staff members to give perspective, without being negative, with the intention of having their opinions heard and a solution to be devleloped.
I agree that there needs to be a more transparent process and that if teachers can see what they are doing in relation to success or failure they will be more likely to withhold gossip.
DeleteKristen, it's good to see that you take into account more than just a score!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThe literacy team can determine what needds to be done to meeet their goal is first collect and analyze the quantative and qualitatice data about the literacy program. After the team analyzes the data, the staff needs to be informed and have discuss the information, a data retreat.
ReplyDeleteOnce the staff has been able to discuss the data, a needs assessment should be sent out to the staff. The literacy team needs to decipher what professional development needs to be addressed, which staff members are going to need additional support, utilize knowledgeable staff members to help with PD or peer coaching, and develop a time frame for staff.
Chapter 4 really described the issues that my school is going through for the past few years. The staff is very eclectic. We have many excellent teachers who want to stay up to date on reading research. There are a handful of staff members who are resistant to reading research. They tend to blame the students or their families for low test scores. The other handful is constantly gossiping which causes friction between teachers since it always comes back to the person. Each year, the people with negative issues gets smaller and smaller. The principal has been taking an active role into discouraging the negative issues. Since we need to have team building activities at our school, maybe plan team should lead the activities at a staff meeting.
Your staff sounds like ours. I always say that we are a family but a dysfunctional one! It is important that the administration takes an active role within the school. Two years ago a new principal started at our school, which is always scary, who took a back seat much of the year. This past year she became more involved and kept telling us that what is said at school stays at school. This was her way to try and stop the gossiping.
DeleteI will agree that we are dysfunctional family! Our principal tried that method but it didn't work. He actually had to pull staff members into the office to be reprimanded. Now the only reason that I know this is that she told everyone! This caused a return trip to the principal's office. In some instances, staff members were filing grievances with the union about the gossiping teachers. It's insane!
DeleteDo you see any change coming for your school? This is a difficulty position to be in with two camps.
ReplyDeleteI believe that buy in, and a feeling of structured ownership are critical. I also believe there are a lot of people who intentionally or not do not want people working effectively as a team. I think they may even unconsciously undermine the process. The leadership in a school has to be able to behave in a manner that doesn't raise questions about favoritism.
ReplyDeleteTogether the literacy can gather the schools data and really look into it. They can work to find where the biggest areas are that they need to improve. They can also look to see what areas they are doing well so that maybe they can use what they are doing well to make improvements in the areas that they need it. They can look at the resources they have and the best ways to present the informationt to the school. They need to look at what groups of students need the most help too. Is it the English Language Learners who need the most help? It sounds like they have great resources for working with these students especially if they have so many teachers with at least partial Spainsh language abilities. Gossip is a huge problem within a school. Many times when teachers hears that something new is coming they get nervous and they resist the change. They don't want to be involved in the work that it is going to take so they go around and find other teachers who feel the same way and build their negative feelings about the new program. The team will be best if they have a plan of action figured out before they talk to the rest of the school. If it is presented in steps instead of in a vague way of what they hope to do, many teachers won't feel a overwhelmed by the new changes.
ReplyDeleteHaving a plan and sticking to it is a great way to keep everyone on the same page - great point!! Also agree with the steps its presented in instead of vague. We've see how that has worked with IREAD-3 this year, things are very vague, yet we have to communicate with staff members and parents about it. Causes a lot of uneasiness!!
DeleteFor a literacy team to be successful, a plan needs to be put in place first. However, for this to happen, goals need to be set and I think it would be important to evaluate teachers and get feedback from them. I have learned through my own experience, and from the readings that teachers do not like to participate in goals or ideas if they aren't first included. In my literacy team assignment, I also mentioned that it would be important to gather quantitative and qualitative data to begin the process of setting goals. As the text says, "this job, done correctly, will require a huge 'buy in' from everyone." If every step of the process isn't clear and done thoroughly, then the literacy team could crash and burn along with the goals that are set.
ReplyDeleteI think to best avoid gossip, it's important to have more than enough communication with staff members about what is going on. Information needs to be presented openly, with the mindset that teachers may want to talk about it or give input before going forward. The literacy team members and reading specialist need to be open to communication and realize that the process may take a while depending on the school literacy needs.
It is important for a literacy team to do a needs assessment to determine the level of knowledge of the staff and plan accordingly. Often times I have found that when I do an assessment, teachers view themselves in a different light than I do - they don't believe what they are doing is enough or know much about it, but I see the opposite. But is good to take teachers from where they believe they are to where the whole school needs to be when teaching literacy.
ReplyDeleteResistance and gossip are hard to beat. By doing the needs assessment, it can cause less resistance because teachers feel that their opinions are valued and sometimes have more buy in. I have found that teachers also feel more included and less resistant if they have choice - I include in my assessments what type of PD would they prefer - they can choose 2 of the 3 options. That has helped too. Gossip...it's never going to go away. We need to be as honest as we can be as a team and tell all staff members the same information at the same time. The members that aren't present at a meeting should be given the notes and contact a literacy team member so they can be up to date. Gossip needs to be diminished as quickly as it starts, that needs to be modeled by the literacy team - especially the members that are part of administration.
Brynn, I agree that teachers, including myself, are pretty hard on themselves. It is nice to hear someone else say that they (we) are doing a good job. I also agree that it's important to give teachers choices. They would be more receptive if given choices and more likely to be invested in the Professional Development.
DeleteI am not sure if you have experienced this, but my administrator tends to be a source for several rumors and gossip that floats throughout my school's hallways. I think it is extremely important that administration does not partake in gossip and that as soon as they catch wind of gossip; they try to diminish or correct it.
DeleteFor a literacy team to determine what needs to be done to accomplish their overall goal, they need to do a needs assessment. A needs assessment allows the group to see that they are addressing the schools actual needs. The literacy team will need to collaborate to collect and analyze the qualitative and quantitative data. This will entail collecting data from staff to see what they believe the highest needs are, bringing the whole in to collaborate with the team. The literacy team will then need to meet back after the data is collected to analyze and make a plan.
ReplyDeleteSince the literacy team took time to think for a week and kind of kept the teachers out of the loop, it is important that the team meet with the whole staff prior to handing out the surveys so that everyone can understand this is their chance to be a part of the team and that their voices will be heard. It is alright if the team needs to retreat again for more thinking time about the plan, but once the plan has been thought through thoroughly, the staff needs to be brought back to together for discussion time and a time for their questions to be answered. It is also a good idea if the team plans regular meetings to keep everyone up-to-date; this will cut down on lots of gossip and rumors and the teachers will be more likely to actively help if they know what is going on and how they can help. At the same time, teachers need to know that even if they are not on the team they are more than welcome to share their thoughts/ideas/concerns and if they ever have any questions to just ask.
In order for the literacy team to determine what really needs to be done to meet their overall goal, they will need to do a needs assessment. The needs assessment is one way to ensure that you are addressing actual rather than perceived needs (Berk, 2009, p.74). First start by looking at your schools demographics. Then start collecting and analyzing qualitative and quantitative data, looking for patterns and interconnections. It is important to find the information that needs the most attention. It is important to create the assessment survey for the teachers so they know their opinions are valued. After collecting all the needs survey, your team can analyze the data and write a needs assessment report.
ReplyDeleteTo help deal with problematic areas like resistance and gossip the literacy team will need to be open to suggestions from all staff members. It is important to make teachers feel like their opinions and strategies are valued and respected. Make sure everyone in the building knows what changes are being made and what plans are being put into place. This will help limit the gossip.
You made some great points in all the areas that need to be assessed: school demographics, data, patterns, and interconnections!
DeleteThe word "valued" is so important! When someone doesn't feel valued, that is when they become disgruntled.
DeleteThe team needs to begin with a needs assessment to determine what exactly needs to be addressed in the long term plan. They should also go through demographic data for the school. The team should then work together to analyze all of this information so they can determine what the actual needs are. I think collaboration is key. Teachers must all work together toward the common goal. I think if the teachers are part of the school improvement process, they will all have a sense of ownership in the process of reaching the school’s goal. Hopefully by including all teachers in this journey and giving them the opportunity to share their ideas and opinions, people will be less likely to resist or gossip.
ReplyDeleteThe first thing that needs to be done in a school is a needs based assessment. I agree with many others who have also stated this exact thing. This allows ALL staff members to have their input taken into consideration. Once the data is collected it is important that the literacy team form a vision statement. Once the vision statement is developed the literacy team needs to approach staff members with a plan. It is frustrating having a staff meeting where there are many “ifs” “ands” or “buts.” With a clear vision statement, the staff should be well informed in areas that need to improve. Possible trainings should be set in place at this point as well.
ReplyDeleteThere should not be much gossip or problems once the vision statement is released. I feel that most problematic areas or gossip arises when staff meetings are held and there are a lot of unanswered questions in how improvement is going to take place. With a set plan of action there shouldn’t be much talk—other than how or what programs needs to be put in place. Then again, these should be put in place. Teachers should be allowed to give feedback rather quickly in order to make sure the vision statement is on the correct path.
Hi, Jenny.
DeleteI think it is important how you highlighted that ALL staff members can have their input considered. Everyone who works with the students in the building with literacy learning need to have a voice, not just the grade level teachers.
Literacy teams need to determine their goals for improving literacy. One way to do this is by creating a comprehensive needs assessment. By gathering data on what has been done, areas teachers need support in, and roles of everyone involved can help determine the best plan of action. Supporting teachers through modeling and co-teaching, as well as educating them will help lessen resistance. Teacher buy-in is a key part, too. Making the staff feel involved in creating a plan of action will help build relationships and hopefully, deter gossip.
ReplyDeleteWe also use data cards and boards and find them extremely useful! Our cards do have more than DIBELS information on them so that we're looking at more than that one test and also taking into account whether they are ELL, have an IEP, or are in the RTI process. Using the data boards has helped us make small needs based groups as well as celebrate success we see throughout the year.
ReplyDeleteI believe in order for the literacy team to be successful they first need to come up with a plan that starts with a needs assessment. This will allow them to collect the needed data and make a vision statement as well as goals that need to be worked towards. This will allow the data to help drive the teachers instruction also. I also think the whole staff needs to be involved so that they have an input and get the support they may need throughout the entire process.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI thought that I had already posted, but looking again I don't see it. I am very sorry if I am doubling my post.
ReplyDeleteThe best way for a literacy team to determine what needs to be done is to first look at data and trends within standardized teaching. Then give the staff a needs assessment. I have learned over the years that when giving a survey it is much easier to use a program or website, such as SurveyMonkey.com, sticking with about 15 questions that can be ranked and a spot for comments. Then all the data is compiled for you. The other benefit to SurveyMonkey.com is that teachers feel it is more anonymous. When you work at a small school, chances are you will know other teachers handwriting. Teachers want to give their opinion, but don’t want to be talked about in the lunch room because of their opinions. Making the survey as anonymous as possible will help cut back on staff resistance, and can add to staff ownership and “buy in.”
I know that “buy in” is the greatest when there is a sense of ownership. One problem that we had with our leadership team was gossip. Some teachers on the team would talk to other staff about decisions that were being made while other teachers acted like everything was a big secret. In the vignette Janet asked her teachers to “hold back, just for one week, on saying too much to teachers.” I feel that even a comment like this could lead to problems, especially when coteachers often ask each other “How did the meeting go? Anything I need to know?” If you were to answer that question by saying, “I can’t tell you right now?” The feeling becomes that the team is keeping secrets. This also makes teachers fearful of the changes that are coming. Instead the team must really watch their wording, and say things like, “We are coming up with question, getting data, doing research, and getting resources.” That way the coteacher feels included, but doesn’t know everything. Janet, or a leader, should let the team know how to answer these questions in a delicate manner to ensure that no teachers feel that secrets are being kept.
I like how your would respond to questioning teachers. I think it is important for the leader to explain that to team members that will potentially have to respond to questions.
DeleteWithin this literacy dilema, I saw a similar problem to what I have at my school - no help from above. I think that is the #1 thing to consider before taking any steps....is there a principal or someone in charge to guide everyone in a certain direction? Also with this, I this a needs assessment does need to be completed as a first step. I enjoyed how the book outlined exactly what to include on this - down to the specifics of the district demographics, student demographics, professional demographics, and parent, family, and community members.
ReplyDeleteIn order to cut down on the gossipping, I think the teachers should be informed and involved. I always feel like people are less likely to talk if they are informed about what is happening and the process to get to the end.
Informed and involved is exactly right, make them feel like they are a part of the process and the gossip would be cut down. I too have been in a situation where there was little support from above, I think that is why having people from administration on the team is so very important.
DeleteGreat points about being informed and involved from the top down. We have a few that always want to be on all the committees so that they can stay informed but don't always want to then do their job and report the information back to their own building. Then people start to gossip about what is going on and negative attitudes develop.
DeleteI LOVE the idea of a wall! Someone in my last class brought this up and I brought the idea up to my group of teachers. Of course the 2 that are on board for change and up to date on current teaching strategies were on board, but the 3 that are older and don't want to change anything hated the idea. I couldn't figure out why either because I was the one who was going to do it! I think next school year I am just going to put it up on the bulliten board in the teachers lounge and they can just deal with it!
ReplyDeleteI think on of the first things that I stuck out to me was that Janet didn't want the others talking about the assessment with people yet. She sent an e-mail right away to tell them not to talk about it to others yet. This seems small, but I know that at my school if there was talking about another assessment without proper set up (the survey, the results information, etc.) there would be several teachers that would immediately start complaining! This starts them out with a negative outlook on the project. They need to make sure that people understand why and with the survey and data, they will be able to point out specifically why they are choosing to do what they are doing.
ReplyDeleteThe survey and the results information to create a needs assessment are very important stepping stones on the teams why to creating a plan that will work!
Megan,
DeleteI think my school would have the same issue as you pointed out. If teachers heard there was going to be another assessment complaining would start within the hour! The literacy team was created to help students succeed in literacy, not to create negative emotions for those involved. Janet did the right thing when asking the team members not to say anything right away.
Sarah and Megan,
DeleteI agree with you both. It seems like once one teacher hears something, it spreads like wildfire. I cannot stand the rumor mill. I think Janet was right in her decision to e-mail the other literacy team members because it is definitely important to have a clear understanding before communicating with others.
I think that data needs to be the next step Janet's team takes. The team needs to look at as much data as they can get their hands on, then use that data to guide them to their next steps. A lot of people in this blog have mentioned a teacher survey, I love this idea. A teacher survey is a good way to reach out to the staff and send a message of "we care what you think" or "we need your opinion/help". I believe that the teachers will be more open to changes when they know their opinions are being considered in decision making. Another type of data, somewhat like the teacher survery would be a parent survey. Not only would getting the parents opinion be useful, it would also make them feel more involved and bring them into the process as well. If you have data from teachers and parents then next place to go would be the students. I would not suggest a student survey, but I would suggest some student assessment. If the team uses those three areas of data to guide them, I think they would get more positive results to their actions.
ReplyDeleteHeather,
DeleteA parent survey is a great idea. A parent survey would allow the parents to feel that their thoughts and opinions matter. I did a reading binder system this year and really involved parents in the process of creating it and using it. I had a really high rate of parent involvement in this project and I think it was because they knew they mattered and were really helping their children succeed through this program. I also agree that a teacher survey is important. Teachers understand that everyone can not be on the literacy team, but all opinions and suggestions can be taken into account through a survey. Great ideas!
A literacy team can determine what really needs to be done to meet overall goals by creating a needs assessment. "The needs assessment is one way to ensure that you are addressing actual rather than perceived needs" (Shearer & Vogt, 2011. p. 74). Involving teachers in creating the vision statement for the literacy team can help minimize resistance and gossip. When teachers are invloved in new ideas and projects they feel like their opinions truly matter. After all, teachers will play a large role in implementing new plans.
ReplyDeleteTeachers will play a large roll in implementing a new plan, or with the gossip can also be the reason the plan doesn't work the way the literacy team thought it would!
DeleteIn the Author Connection in chapter 4 Brenda said, "by involving teachers in shaping the vision and articulating the goal, from the start, they have a sense of ownership--they are more likely to "buy in." Teachers will be the ones teaching the material and giving the assessments.
ReplyDeleteI believe that by doing the needs assessment and involving teachers on the literacy team that Janet and Nancy are headed in the right direction. A plan works much smoother if everyone is on board.
Dealing with gossip is very difficult. At my school there is a lot of talking and wondering going on. I have been guilty myself of freaking out over a bit of information that may or may not be true. I think that it was a good idea to email the team and ask them not to talk about the plan until it is further developed, but I am not sure that will completely take care of the problem.
One of the most effective and efficient ways of meeting your literacy team’s goal is to create an assessment survey. This anonymous survey of teachers will allow your team to gain better perspective on how effective your current literacy program is. In addition, it will help you to identify and address your school’s actual needs rather than your perceived needs. As with any change made in a school, or any business for that matter, it is not uncommon for some staff members to show resistance. As stated on page 81 of our text, however, “studies show that collaborative efforts at school reform lead to enhanced outcomes.” In other words, if teachers are involved in the process, such as helping to shape the vision and steps for achieving the goal, they are often more likely to be invested and committed to reaching those goals. By creating a sense of community and partnership within the school, you are able to reduce resistance.
ReplyDeleteLindsey, I think an anonymous survey is a great idea. Teachers would be more open and truthful.
DeleteI do think this idea of teacher buy in is so important. Ensuring teachers are empowered in the decision making is essential. The teachers are the ones in the forefront making this all happen. They are the ones who have to deal with this and see the results, successes or casualties, day in and day out. They should have a voice and feel respected and valued. I have recently read a book entitled , "If You Don't Feed the Teachers They Eat the Students, " by Neila Connors (I know, you have to love the title, right?:}) This book described the different kinds of climate controllers in any workplace and how to work with and deal with all of the four , which are: Climate Busters, Climate Manipulators, Climate Cruisers, and Climate Improvers. As I read these I could think of someone in the building who may fall into each of these categories, but furthermore, it pushed me to think about which catergory I wanted to fall into every single day at my job.
DeleteSarah Beiler-
ReplyDeleteFirst, the team would need to send out a needs assessment to get teachers input. Teachers need to have the loudest voice in this group, because they know what is going on in the classroom. The needs assessment would need to be anonymous to encourage teachers to be honest and return the assessments. The team would need to establish ground rules and set goals from year to year. This team would also need to be flexible and approachable to other teachers who may be having difficulty teaching literacy. I think the team needs to realize that there will be some resistance, not all teachers will want to participate, they need to be okay with that.
Yes, this is true, we as teachers need to develop tougher skin since not everyone will like everyone's ideas. I agree with you that when surveys are given to teachers anonymous they are more likely to given feedback since it is less threatening to them.
DeleteThe literacy team will need to look at the school data to determine the next step it needs to take to help improve the schools overall literacy goals. By completing a needs assessment the team can evaluate the current educational climate. The needs assessment is an important step because as our text states it “is one way to ensure that you are addressing actual rather than perceived needs” (pg. 74). Once the needs of the school are determined, the team will then put a plan of action into place. This plan should include short term as well as long term goals. Once the needs have been determined and a plan is set, the team will then want to share this information with school staff. The team can help minimize resistance by ensuring teachers that they have a voice in the plan and a place on the team for interested members.
ReplyDeleteOur data boards, a way to view students results quickly liked placed on a wall by grade level so one can see which students are benchmarking or which needs may need an intervention in place under trier II? We do something similar to this at my school.
ReplyDeleteFirst of all, the literacy team needs to develop a plan to conduct a literacy assessment survey and in turn combine the survey's results with the rest of the school's information. Collected and then analyzed, data such as the survey information, school demographics, literacy curriculum and instruction, parent involvement, professional development, special education programs, ELL programs, and community involvement all play an important part in the needs assessment process. At this point once the data is collected and summarized, staff input and involvement in literacy goals will help insure a "buy-in" on the staff's part. This involvement will help keep the gossip down and help the school and staff work toward their goals in a professional manner with less resistance than there would be with a plan put in place by a small group with no teacher input.
ReplyDeleteJanet should meet with her literacy team to plan a needs assessment for the school. I think that they should use a written survey for their assessment. The team could also use another form of data such as test scores or student records. If the literacy team looks at those two forms of assessment together they will have qualitative and quantitative data to analyze. Hopefully the assessments will enable the literacy team to ensure that their plan will meet “actual” needs rather than “perceived” needs. If all teachers and staff members feel that their input is valued they will be less likely to put up resistance or gossip about the literacy plan. By collaborating and evaluating as a cohesive group, the team and school can determine what really needs to be done to meet their overall goal.
ReplyDeleteThe literacy team should conduct a needs assessment and gather as much data as possible to determine what needs to be done to meet the overall goal. Student test scores should not be the only data considered.Classroom performance is important as well and attitudes of students and instructors. As far as gossip and resistance, there is always "that group" that claims to be the "devil's advocate." To minimize this as much as possible, it is important to keep everyone as informed as possible about the literacy team and its function at the school. They should not be viewed as a "elite posse."
ReplyDeleteAnalyzing the schools data and its alignment to the schools goals will be the first step. Then disseminating it to each grade level for review before a staff meeting may help to elevate resistance and gossip and give the staff a sense of ownership of the plan. Reminding the staff that the goals were formed with the data may foster a more positive climate. An important step is the needs assessment because it will allow the team to focus on the problematic areas and actual needs that need to be made into goals. As the book stated the plan needs to include long-term and short-term goals.
ReplyDeleteGood idea about getting the information to the grade levels for review prior to the staff meeting. We do a lot of this with our delay start Mondays and in turn it seems like we get a lot more accomplished at our staff meetings. I think already having our minds wrapped around the idea and thinking it through prior to the meeting makes everyone more productive and open to new ideas.
ReplyDeleteIt would be wonderful to know the basis for a staff meeting prior to having the meeting. This creates an environment that supports informative collaboration, rather than a "sit-and-get" format. I know that I would like to think about a topic for a day or so before going to a meeting, and being expected to contribute. It would also allow teachers to do a little research or to consider what they are doing related to the topic in their classrooms.
DeleteTricia, The first year I worked at my school, we literally used 3-fold cardboard science fair boards and color-coded sticky notes. It was easy to pop up at a meeting and then fold and store. We were able to move and write on the sticky notes as needed. It was cheap and it worked.
ReplyDeleteAs a teacher that has been through a lot of trainings and workshops, the trainings and workshops that have benefited me the most have been those that were targeting specific needs that we had determined through data analysis. I have worked in two corporations in my ten years of teaching. My first corporation was very collaborative, and we worked in teams to determine the areas that needed the most support. Our students participated in the NWEA level testing at the beginning and the end of the year, and from those scores we could target specific students and skills that needed interventions. From these discussions, we found areas in our instruction that required more training. In light of this, we sought out day-long workshops that benefited us the most. I believe that this is the most powerful way to allow teachers to direct their own improvement plans. My team was very self-directed, and as a result more involved and willing to work towards our common goal.
ReplyDeleteMy second corporation does not involve the teachers in analyzing data or encourage collaboration in planning. When the administration wants to implement a new strategy or program, they select a few teachers that they feel will train the rest of the teachers more easily. All of the topics come from the administration, and they don’t involve the staff in the decision-making process. When I enter trainings at this corporation, I can’t relate to the purpose because I wasn’t involved in determining this area as a need. This corporation tends to have a lot more resistance and gossip because they do not feel passionate about the new changes. For example, our last Word Study training had the teachers learn the Words Their Way program. They bought the leveled books for the teachers, and suggested that we use it. I had already been using the program, and I knew why it was beneficial. One teacher that has been teaching for more than 25 years, took the books, listened, and went to her room to teach her same “tried and true” word study structure. She saw my books one day, and said, “Oh, yeah, I need to look at those again.” My principal on the other hand tells parents that every teacher is using this program. If this teacher would have the data and the background knowledge to see that her previous instruction needs to be improved, she may work harder to understand the new program.
This is a recurring theme in posts. The idea that teachers are informed and are a part of the process is critical.
DeleteFor a school to begin this process, I do feel that a needs assessment survey would be necessary and useful. I do feel that the more that teachers feel a part of the process, the more successful it will be. Right now, in our school, it is hard to get an understanding of even how literacy is being taught. The doors are very closed which has caused communication to break down. Working through Title I, I have been able to get some understanding of how some teachers teach. I feel for resource teachers, it is important for me to see how the classroom runs and how literacy it taught so I can help my students transfer the knowledge and skills and make strides in reading in every room they are in. I would love to see our school support each other on how to analyze that data that our teachers work so hard to gather. Reading Recovery does an amazing job of translating how to gather data that can get used the next day, or even the next moment of the lesson to take that child to a higher level of reading. Working together will help us all understand the reason for data collecting better.
ReplyDeleteCollecting and looking at data was an important piece to our school this past year when we started having data meetings at least 2-3 times throughout the school year which involved the teachers, reading coaches, interventionists, and principal. This allowed us as a school to see what was being done for each of our students and how they were progressing.
DeleteIt does make a difference for this information to be transparent and available.
DeleteI think Janet and Mary did a great job of beginning their process to improve literacy learning at their school. They created a literacy team, and they have a goal to focus on. One of the first things a literacy team must do is collect and survey information about the existing status of their school’s literacy program. The team could give a needs assessment using a Likert Scale. Once the long process of creating the needs assessment, giving the needs assessment, analyzing the data, and writing the needs assessment report is finished, the team can work on designing a two-year improvement plan. The plan must have targets and goals. I feel that any literacy team should remember that collaboration and communication will be important if they want to have success at meeting their goals.
ReplyDeleteI think a literacy team will run into problems no matter what they do, but there are ways to help deal with resistance and gossip. First, the literacy team must be leaders by showing enthusiasm and positive attitudes. Members of the literacy team need to be willing to help other colleagues and staff members while remembering they are helping to improve literacy learning. Second, a literacy team needs to have a clear understanding of what was discussed at their meetings, so that they can communicate effectively with colleagues. I think this precise communication will lessen the gossip among teachers and staff members because there will be clear expectations.
A literacy team can determine what needs to be done in their school to improve literacy learning by first looking at the school’s vision or revising the school’s current vision concerning literacy. Once the vision is established, then the literacy team can begin looking at data-driven evidence like test results, student records, district standards, and the demographics of the school. As the literacy team looks at their data, they can analyze student achievement and program patterns. One way a literacy team can evaluate literacy learning is by giving a needs assessment that can be used to determine priority goals, used to develop a long-term plan, and used to allocate funds and resources. Once all the data is analyzed and gathered, the literacy team can develop a two year literacy improvement plan which will lay out activities that will help to achieve the intended goals or targets.
ReplyDeleteThe literacy team can deal with problematic areas such as resistance and gossip by involving all staff members in their plan to improve literacy. One way they can involve others (teachers) is by having them complete a needs assessment survey to understand which instructional practices are working and which ones are not working. If the literacy team involves the other teachers in helping shape the vision for the school and helping to set goals at the very beginning, then there will be reduced conflict. Taking these steps will ensure that everyone in the school will have a sense of ownership and will be more likely to buy into what the school is trying to do to improve literacy achievement.
A literacy team should develop a comprehensive needs assessment. They have already gathered the demographic information. Now they need to develop an anonymous survey to teachers that focuses on specific questions tied to literacy. The questions could consist of attitude, knowledge and expertise, as well as ideas for improvement. The team needs to get a baseline of professional knowledge before they can decide what areas need the most attention.
ReplyDeleteIn order to combat resistance and gossip, the literacy team needs to communicate that feedback is not just welcomed, but necessary in order for the team to succeed. Questions could be given to grade levels for discussion before individually filling them out. that way it invites discussion and can spot potential problem areas. Additional grade level questions for discussion should be given out as often as necessary to continue the feedback and open lines of communication.
In order for a literacy team to determine what really needs to be done to meet their overall goal a needs assessment needs to be given to all teachers and stakeholders. By doing this evaluation they will be able to examine what areas teachers see as needing improvement. It allows for each teacher to have a voice in the situation. Since the teachers will have a voice they will be more likely to “buy in” and changes will be made. Once the needs assessment is examined the literacy team can then prioritize goals and develop a plan for improvement.
ReplyDeleteUnfortunately resistance and gossip are two problematic areas that occur in the workplace. However, the literacy team can help deal with these areas. One way is by making sure that everyone is well informed of what is going on throughout the process. Too often people are resistant to change, but if they are informed along the way and are made to feel that their voice is being heard then some resistance can be avoided. Another way to make sure problematic areas are avoided is to make sure your literacy team has a good representation of teachers. If you have teachers on the team that are good listeners and express areas of your grade levels concerns some problems can be avoided. Overall, I think the key to avoiding problems is communication.
Informing people in a clear manner can go a long way to help people become really involved.
DeleteThe literacy team must first create a Needs Assessment so that they can fully understand their students, school district, families, and community. To do this the team will need to gather the data regarding the demographics pertaining to each of their areas; looking at population, socioeconomic levels, number of ELLs, family structure and involvement, teacher and administrator sociocultural characteristics (Chapter 4, p. 75), etc. Then they need to determine how and what kinds of qualitative and quantitative data need to be collected. Once they have done this they will need to analyze the data so that they can answer their questions of how they will improve literacy in the school district and the areas that need to be focused on for improvement. This will also allow the team to make sure that evidence-based programs are being implemented when teaching literacy.
ReplyDeleteCollaboration is imperative in this process and all of the teachers should have some role or input during this process. The teachers should have a good understanding about the plan and be involved in such things as the vision statement so that they feel a sense of ownership. There needs to also be open communication between the team and the teachers, so that all concerns and questions can be addressed. When everyone understands the plan, the benefits of it, and feels some ownership with the plan, this will limit their resistance and possible gossip because there will be less misunderstandings about what the team is trying to do and they will work hard to make something that they feel they are a part of succeed.
I hear a theme from students that you are reflecting also. I think that respect, ownership, and understanding are critical.
DeleteA needs assessment needs to be the first step. After that, all information and data needs to be carefully analyzed by the team. Teachers should be involved as much as possible and information that is found should be posted in a common forum in order for all teachers to see. Goals should be outlined with a plan on how to meet them. I do think it is important to involve teachers and respect all of their questions (by acknowledging and answering them). As humans, we stress about the unknown, especially when it is our jobs and responsibilities. It is important to keep teachers involved.
ReplyDeleteWe do stress about the unknown!
DeleteThe literacy team should be working closely with the EL teacher to get insights in how to better reach the LEP students. To have 1/3 of the school’s population labeled as such is a huge issue that needs addressing. When the team has decided what changes need to be made, they must present their plan to the teachers in a way that says “this is what will better our students” and not “this is what you’ve been doing wrong.” Having teacher input will also be beneficial in getting teachers on board with the plan. There is no way to combat gossip. Teachers will always gossip. :)
ReplyDeleteA literacy team can meet their needs of improving their literacy program by first addressing areas that need support/improvement with a Needs Assessment. This could be done with a well-thought out survey for teachers through an internet based tool such as Survey Monkey using a Likert Scale response. I think the internet based survey would provide a quick, easy, and thorough way for teachers to provide honest and useful feedback. Organized with teacher feedback, a thorough review of their literacy program, and specifics of their school population the literacy team can begin to analyze data and come up with a focused plan for improvement based on common themes that emerge. I think there will always be resistance and gossip during a great period of change, but I think it’s important for the team to stay true and focused to their goals they’ve set forth on improving their literacy program. There will also always be some teachers who readily accept the new changes and some that need a little more support and guidance. There needs to be professional development time, grade level planning time, and whole school meetings where the changes are being collaboratively discussed and addressed. I think this is where the administrative support needs to be there and create a culture of this is where we are headed and if it doesn’t align with your goals then this may not be the best fit for you. When there isn't this support in place I think that the resistance and gossip has more room to be disruptive.
ReplyDeleteVery good ideas.
DeleteI think that it was extremely wise of Janet to send the email, asking everyone to hold back, for the week, on discussing the team's vision and goals with the rest of the teachers. It sounds like the team hadn't had time to completely wrap their own minds around their vision. Before sharing with the staff, literacy team members should make sure that each of them plan to share the same details and information. An inevitable way to build resistance towards a new "team" in school is if the team in any way portrays incompetence and disorganization. If teachers don't sense that the members of the literacy team are united and share a common goal, the school's confidence in the literacy team as a whole will quickly fade. I think that coming up with a list of questions that need to be answered before presenting their goals and plan to the school is an excellent idea. Literacy teams should trouble shoot, think about some of the common misconceptions teachers will have, and figure out the best way to handle questions as a TEAM. When teachers ask why certain changes are taking place, no team member should ever resort to pointing fingers at the principal, literacy specialist, etc. Reasons for change need to be grounded in data. Proof of data-driven decisions is very important when it comes to getting others to support change; literacy teams should compile data that shows change is needed, as well as data that supports the road to change. Another important step is the needs assessment. Input from the staff is essential, in order for them to feel that they are a part of the change. The needs assessment can't just be something teachers find in their mailboxes in the work room. Teachers need to know that their input really is valued and will impact the direction of the school's literacy goals, as well as the two-year plan.
ReplyDeleteMelissa, I completely agree with your statement about teachers being more resistant to change when they aren't given proper training or information about new programs. It is frustrating. If staff members were given excellent instruction about new programs they're expected to implement and time to ask questions, I think teachers (both new and veteran) would be much more compliant and confident when it comes to new ideas.
ReplyDeleteAudra, your comment about disorganization and incompetence breeding resistance is a good one to share! Have you looked at the team building exercises to the right under links?
ReplyDeleteMany of you have talked about surveys. I do strongly believe staff should have the opportunity to have a voice in a productive way, and I think anonymous surveys are a way to do this.
ReplyDeleteThe literacy team should develop a needs assessment for the staff to complete. I also think they should develop a survey for parents to complete. Our corporation has been a little "survey happy" for staff and parent surveys. But I do feel that it's good to get input from all stakeholders when developing a literacy plan for the school. Once those are completed, I like the idea of having a data retreat to go over the school data, needs assessments, and surveys. Sitting down together as a whole staff might be difficult for some schools, but my very small school (9 classroom teachers) would be able to do it. And I think working together to analyze all the data would give all participants ownership of the process. I think that is one of the biggest problems in dealing with resistance. Most of the teachers in my building are older and more experienced, and they sometimes resist new things because they have seen it all "change and come back around again." however, I have noticed that giving them ownership of new processes and calling upon their years of experience diminish a lot of the resistance. When creating a plan, mixing old and new ideas gives all teachers the opportunity to shine. As for gossip, I think some schools are more prone to it than others. I think having clear communication about the process will help to decrease the amount of gossip.
ReplyDeleteI'm sorry if I am reposting but there was some sort of error when I tried posting the first time...
ReplyDeleteAssessment it the foundation for any good initiative. The assessment results should be analyzed to see what the schools strengths and weaknesses are. The goals should be very specific to the needs of the school. Once those goals are made, the research should speak for itself.
I think in many cases, teachers get defensive when their peers are sharing opinions about things that need to change. Because of this, when the literacy team is presenting the research/goals, the facts should be focused on and not anyone's opinions. For example, instead of saying, "I think this is a good idea." the presenters should say, "Research shows that this is the best way." Taking opinions out of the mix and focusing on facts and research will let teachers know that even the presenters will be making some adjustments in their teaching and not just telling them what to do. Hopefully, this would give everyone a sense of community that they are all in it together and there will be less resistance.
I think that the assessment is a great place to start when it comes to looking at the needs of the school. I think that is a common problem for schools to, as the book mentions, address perceived needs as opposed to actual needs. The assessment will help diagnose where help is actually needed most. I also think that by asking the teachers to help diagnose the problems with the needs assessment you will cut down on the amount of gossip and resistence. I think a lot of that comes from administrators coming in and trying to tell teachers that what they are doing is wrong and here's how to fix it. If the teachers have a hand in diagnosing the problem, I think they'll also be more open to either offering suggestions about how to fix it or to receiving help in the area that they helped to point out. It needs to be seen as something that was done with them, not to them.
ReplyDeleteThe iteracy team should address the needs of the building, the way to evaluate the needs is to look at data. There will be "nay-syares" and those who gossip so it may be a good idea to let them voice their concerns away from the group or involve them in the discussion in the beginning. The team could address short or long term goals of the building but should have checkpoints along the way to make sure they are still on target of addressing the needs.
ReplyDeleteThe literacy team needs to develop a needs assessment in order to determine what their goals should be. They need to create a team that incorporates teachers and staff. There will always be those who resist or gossip about what is happening/changing. The important thing to remember is to be open and share what is being discussed and be open to different opinions from others. The moment something becomes a secret, it becomes gossip.
ReplyDelete