Getting To The Core

Today started with an intense 3 1/2 hour session on the Common Core State Standards.  Our presenter Joellen Killion did a nice job at getting us actively discussing, thinking and questioning during the session and I actually learned a lot by the end in terms of where our place is in all this, as Alaskans and non-adopters. 

The goals for our session were to explore what the Common Core is and the role teacher leaders must play in its success.  Another goal was to develop an understanding of how to respond to change.  At first I felt detached from the conversation around the first goal, but then I began to see the light.  Alaska has new standards and our standards are very similar to the Common Core.   Although we still have room for growth in our standards development and refinement, the purpose of our standards is the same as the Common Core: to provide our kids with high quality education and make them college and career ready in the 21st century.   No matter which name our standards carry, the successful implementation of these standards by teachers is the key next step.  What is needed for successful implementation is the same in every state in the nation: Effective school leaders, high quality teachers and the development of "professional learning community" that is engaged in a continuous cycle of improvement, all made possible by state support.  Phew!

After learning about this, we turned our minds to thinking about how to effect this change in our states.  We were introduced to a model for change called the Stages of Concern.  It applies to anyone experiencing change, such as policy makers and teachers (Hall & Hord, 1987; Loucks-Horsley & Stiegelbauer, 1991).  The idea of the model is that we evolve in our care, understanding & buy in for changes, such as methods of teaching, assessment and evaluation.   The first level is about self concern, with the first step being Awareness: "It does not concern or interest me now."  The last step in the first level is Personal: "How will this innovation affect me? How will I benefit?   Progression through these levels brings one to reflecting on how use is impacting students and finally working toward continual improvement through collaboration and refocusing.  I did a lot of thinking on this model today.  I started with where I was on the model, then thought about where my colleagues were at on this model and then thought about where the majority of leaders and teachers may be on this model.  It seems like a powerful tool to use by education leaders (administrators and teacher leaders) to bring about successful implementation for reform.  In order to effect change in our students, we must first know where they are at, socially, emotionally and intellectually.  We are no different as adults.  I think the key to evolving along this model is a gradual cultural change that encourages positive meaning for Self so that we can in turn have meaning for our students.

After doing a little reflection on this, our presenter had gave us an assignment.  We had to pick a "twin" in the room and go have a discussion with them. We could pick any feature to represent our twin, such as similar clothing, similar content, similar shoes, etc.  I picked my short twin, Luisa from Nebraska, which also happens to be a non-adopting state.  We had a great discussion about how to create positive buy in for change.  Up until that point the focus had been on how to move teachers and administrators through this model.  Luisa brought up a great point on how to show the students in simple terms what the standards were so that they were meaningful to them.  It made me realize that we had not been thinking about the students, parents and general public and their role in a successful reform model.  They are critical, especially in a time when there is confusion about why the changes are needed and what it will mean for all parties involved.   I know part of sharing our voice needs to be focused in this direction.  To share the positive aspects of where we are headed in education to move them from Self to Collaboration.

We ended this intensity by walking away to a wonderful luncheon put on by the People to People Ambassador Program.  We finally were introduced to Michelle Shearer, the 2012 National Teacher of the Year, who spoke to us about her amazing cultural experiences with this program.  They then honored us with a wonderful gift, a gift card for the Donors Choose program.  Donors Choose is an online charity in which public school teachers submit ideas that need funding and philanthropists decide which to fund.  By giving us the gift card, we get to act as the philanthropist and fund a project that inspires us!  I can only imagine how hard it will be to choose.   I am continually overwhelmed by the gifts bestowed to us, especially those that allow us to give back, which seem the most life changing of all.


We ended the day in our TOY home rooms.  Our home rooms are made up of TOYs from our region.  How can the West not be the best?

From Left to Right, Back to Front: Chad from Hawaii, Tom from Montana, Mark from Washington, Brent from Wyoming, Rebecca from California, Kristie from Arizona, Kristin from Colorado, Me from Alaska, Deanna from Nevada, Lita from American Samoa, Leigh from Utah, Elena from Oregon & Erin from Idaho

In our home rooms each day we work with a different National Teacher facilitator to debrief and "agitate" over what we have learned, what has surprised us, what we are thinking.  Today our session focused around effective teacher evaluation and accountability.  We really wanted to spend hours on this one, it seemed a hot topic for all of us.  I think the most valuable tool is collaboration time such as this, because we all have ideas and experiences that can generate a potential successful future model.  We all know that the future will entail teacher evaluation being at least partially tied to student achievement.  I agree with this if the achievement is made on the basis of growth!  When we compare achievement in different demographics based on growth, the results may be surprising.  In 3 states in our room, the affluent schools in large example districts may be proficient, but they are not showing growth, where as the poverty stricken schools are showing growth changes of up to 20% in student learning, even though they may not all be proficient yet!  Which should be rewarded or given a positive evaluation?  Seems quite logical to me!  Another key point that we felt needs to be part of a reform in teacher evaluation is that the methods of evaluation or indicators for success must be decided with teacher input.  With active participation there will be more buy in on the teachers part to move forward.   I hope that I can be one of these teachers!  I feel strongly that with a new, consistent, well-rounded evaluation tool that both teachers and students will benefit, and isn't that our goal?