Observation, Supervision & Professional Growth

Recently I was part of discussion about supervision versus evaluation. The fundamental question was: How can teachers feel comfortable learning and taking risks during an observation if it could potentially negatively effect their evaluation? 

My thinking is this: we need to view our observations with a growth mindset. Don't we want our teachers to model taking risks in their learning and consequently learning through failure? Don't we want teachers to assess students' growth, not catch them in their failures? Then shouldn't we create a safe environment for teachers to learn and model growth?  

Carol Dweck would tell us that the most important word in developing a growth mindset and becoming a true learner is to enact the word "YET." I have made a promise to teachers that if ever there is a classroom observation that is not quite proficient, we will call it "not YET proficient." My rough notes become their rough notes and no more. We reflect and discuss strengths and areas for growth. We talk about resources and supports. They let me know when they are ready for me to observe and we try it again. 

Over the past few years since I made this promise, when there is a "not YET" lesson, it has been a result of a teacher trying something new or working with a challenging situation.  We are both relieved to call it a "not YET" and relieved that I will not be formally writing it up.  Calling the observation a "not YET" actually ends up feeling good--I feel confident that they will be resourceful and find the strategies needed to create a proficient lesson.  They feel respected, safe, and empowered to grow professionally.  After follow-up observations, there is joy in post-observation conferences that underlines the deepening of our trust in each other and the realization of professional growth mindsets. Again, it feels good. It feels like learning. And that is what it is all about.

Teaching Students How to Fail

For years, as problems or failures arose, I have shared with the secondary school students, parents, and staff the four steps they need to turn a mistake or a failure into a positive learning opportunity.  Recently, I changed principal assignments from a middle school to an elementary school. I decided to teach all students how to fail.

First, they need to own their mistake or failure. They have to admit it. They have to be able to say "I failed" not "the teacher failed me." They have to learn to say "I cheated" or "I said something mean." This is hard to learn, but it is the first step in being able to learn from mistakes. And parents, if we want to raise resilient children, it is necessary to let them own their failures, not protected from them.  When we rescue a child from a mistake or failure, we reinforce for them that mistakes and failure are really bad, like the other things we protect them from, e.g., sunburn, poison, drugs, and violence.

Second, after owning their mistakes, children need to fix whatever the outcomes were to the mistakes.  Some people might consider this step the "natural consequent." IF you call someone a name, you need to say you are sorry.  IF you fail a math test, you need to learn and do the corrections. "Fixing it" teaches students to be responsible for their actions. Fixing it is necessary so that students can learn from their mistakes, which is the third step.  

Learning from mistakes turns mistakes into opportunities for growth. This helps us to not repeat them. Learning from mistakes requires students to be reflective which makes for deep learning.

Finally, once we have owned, fixed, and learned from our mistakes, we need to teach our children to move on.  Put those mistakes and failures behind us.  When we perseverate on our mistakes and failures, we get stuck. That is not fair to do to ourselves. Likewise, if we keep bringing up our child's (or student's) mistakes, we are not honoring the fact that we are all human, and every day is a new day and a new chance to do better.

Our children love us and want us to be happy with them. That makes it even harder for them to admit or tell their mistakes to us. Let's teach them that failures can be opportunities IF we move through them by owning them, fixing them, learning from them, and moving on. And let's also model those four steps when we make mistakes.  That way our children will not only become comfortable with taking risks in their learning, they also will become confident that they can grow as learners and human beings, too.

The Joy of Learning

Just about everyday, I am privileged to see the amazing act of learning and the pure joy it brings when it is achieved. When you read that opening line, you may have assumed I was only talking about students. More than ever before, I see this learning in teachers. With better understanding of how the brain learns, and with increased access to technology that brings relevance into the classroom, it is an incredible time to be an educator. There is so much to learn--things that will make our classrooms more engaging, rigorous, relevant--that it can be overwhelming. Yet, what I see is teachers observing and learning from each other. I see a spark as teachers think, "how could I use that technology or strategy in my classroom?" I hear excitement when teachers let me know something they are trying in a lesson and ask me to come see it. The truth is, none of that learning takes place unless we do what we tell our students to do, take risks, learn from mistakes, collaborate, reflect, and keep learning!

Getting Uncomfortable

Over the past few years, I have challenged myself and others to take risks in their learning, teaching, and leading. That said, starting a blog as a way to foster my own professional reflection and growth has been something that I have been considering for quite some time. What has been holding me back? I just cannot seem to get comfortable with the idea of posting my thoughts in more than 140, or now 280 (Thank you, Twitter) characters. Perhaps, as a former math teacher, I hold in high regard the beauty of simplifying things to their most pure and succinct form. Or maybe I find intimidating the thought of writing and expanding my thoughts on topics in education for anyone and everyone to see. Driving home from school yesterday, I heard myself thinking... "reflection leads to deeper learning and discourse leads to innovation." It was more than a thought. It was a belief statement. A declaration. So today is the day... It is time to share some thought provoking thoughts. It is time to get uncomfortable in the name of deeper learning and innovation.