Topic: Reward Behavior Not Results

I liked this chapter, but I'd interpret your statement a little differently, Rob. Instead of:

Improve our math instructional program, which will be evidenced by a 10% increase.

I'd say, for example:

1. Collect ongoing progress monitoring data on important student learning outcome(s)
2. Enter and analyze those data
3. Meet every month with your PLC to review the data and alter instructional strategies based on the data
4. Implement those revised instructional strategies in your classroom
5. Which should lead to a 10% increase.

It's the specificity of the vital behaviors that I think was missing from your statement. We can't be too vague. We want our staff implementing those vital behaviors so those are what we should be rewarding (instead of the results), I believe.

Just my 2 cents...

Okay Scott, that's exactly what I meant ;-0.

My idea on steroids. Of course, it is all about the specific behaviors. Thanks for making me look so good!

Scott-

Sounds like your SMART goals from the excellent white paper you did for Microsoft a few years back.

Your five step process listed above is what schools should be doing to address their gaps in hitting those mandated achievement numbers.

Why aren't we (schools...not just my school) doing this on a wider basis? Is it just "old ways die hard" or dare I say it fear of doing something different or could it be a lack of knowledge to make it happen?

Teachers are splintered in how what they teach and how they teach it. The PLC brings everyone back to the same page and gives people the chance to share what works....ie tell the story!

I know teachers in many different local districts and not one uses the above 5 steps you list on a regular basis (if at all).

My own theory is that for most teachers teaching is still about the teaching....the performance, the act of relaying the information. In your steps it is about student learning...not just the act of teaching. Your steps couple the measurement of learning with determining the most effective pedagogy in order to benefit the individual students.

The use of formative measure (Inside the Black Box) have been shown to have great impact in growing student learning. If your steps are the right behaviors (or at least a great step in the right direction) why not find ways to reward those desired behaviors? And if you are to reward behaviors is it a public or private matter? I recall a number of years ago when the first teacher in our district achieved national board certification. The district made a huge deal of it and I was shocked because there were many teachers who resented this teacher for the recognition she received.

Mark

I have to add that we need to celebrate and acknowledge our success at mastering these vital behaviors and maybe do it before the test scores come out!

In schools I have supported and currently support, these vital behaviors have led to regular growth in student learning as measured by those crazy California API and Federal AYP scores. (and in the school where they were neglected by a new principal who wanted to be the only one in charge, and therefore did not allow the PLC groups to continue doing their work, our school scores dropped dramatically in her first year)

Of course, some of the key behaviors include the ones that ensure you don't get dinged for kids who don't show up or whose parents won't let them take the tests and all those annoying details of test management that can lead to a schools scores not even being accepted.

Scott,

This is great! How many times have teachers bemoaned the fact that students did poorly on a assessment but they move on to the next topic anyway? Teachers need to become researchers and follow problem solving methods in order to improve instruction and teaching practice. Are pre-service teachers being taught this?

Not in most schools of ed. Sorry.