Tag Archives: kaizen

Lesson Study, Observation 2.0, Algebra I, Jet Plane

Posted on by
1

Yesterday, I observed the Algebra I team deliver the lesson “Leaving on a Jet Plane.” They invited me to observe – as principal, as well as a pseudo-member of their team (pseudo only because I do not formally teach the course known as Algebra I). This team has engaged in lesson study before.

When I entered the room, I made an instantaneous decision NOT to observe in the manner I usually do. Typically, I take narrative notes, as I was taught to do in graduate school for educational leadership and supervision. In the moment, I decided to take video notes. Using my Flip camera, I recorded short, approximately-fifteen-second clips of classroom action. After I had three or four clips, I uploaded the videos to my MacBook Pro, and moved the videos into a Keynote slide deck. I titled slides based on the “learning progression” stage of the lesson. Then, I repeated this multi-step process several times. At the end of the class, the Algebra I team had a twenty-three-slide deck of video-embedded resources that they could review for their lesson study concerning “Leaning on a Jet Plane.” The deck was readily available because we share a Dropbox as a team.

Below is a PDF version of the deck – so you will not be able to view the videos. However, this Scribd doc will give you a simplified visual of what we now possess to review as a team – full of video. Now, to continue the fabulous professional practice of Lesson Study!

On the career trapeze – a leap of faith

Posted on by
4

September 19, 2011

Dear Westminster Junior High Faculty and Parents:

Last week, I submitted to Bill Clarkson my letter of resignation from the post of Junior High Principal, effective at the conclusion of the 2011-12 academic year.

While my choice has been difficult, it has been fully mine, and I now feel great peace about the decision. In all honesty, my life and career path have been well illuminated by serving in the principal role, particularly in the most recent two years. I simply know in my head and in my heart that I need a change – my journey is taking another path. I am grateful to Bill Clarkson for the encouragement and understanding he has given me both professionally and personally, and which go with me on this journey.

In my eight years as Junior High principal, I have learned that I cherish the time and involvement with faculty colleagues, students, and parents. The work surrounding educational innovation and enhancement – the people-work that finds me as a team member in the Junior High School professional learning community, as a co-facilitator of Synergy 8, and as a co-leader with the Junior High Guidance Committee – fills my soul and ignites my deepest enthusiasms as an educator and learner. Also, my connections with the Center for Teaching and the Glenn Institute stand out for me professionally. Nevertheless, I believe I can continue – even improve – my leadership in such work by focusing more specifically on these areas of education, while reducing the other administrative responsibilities that specifically come with the demands of serving as a principal at Westminster.

During my spring sabbatical, I began to explore the possibilities of such a path change, even though I did not start my sabbatical with that particular intent in mind. Additionally, my participation in the blogosphere reveals to me daily the myriad possibilities in schools.

In the coming months I will continue to explore my own learning and career path to serve education in that magical place that exists in the crossroads of what ignites one’s passions and where one can make a positive difference in the world. Like the trapeze artist we discussed at a recent faculty meeting, I must let go of my current bar to reach for the next. The timing of my leap-of-faith decision allows me to look for my next job with full integrity, and it allows for the school to maximize its potential for finding the next principal of the Junior High. I can continue for the academic year to participate in much exciting work we have before us. On every level, Westminster is thoughtfully preparing to meet the challenges of the future, growing in its commitment to honoring Jesus Christ and providing the BEST possible education for our young people.

It has been a great privilege to be a part of the Westminster Community.

Sincerely,

Bo Adams
Principal, Junior High School

Valuable Time – Invaluable, Shared Insights

Posted on by
1

When I first began my role as principal (this current year is my ninth year in this role), I was not systemically connected to the work and learning of the faculty in my care. Ironic maybe, but true. In the ensuing years, I have developed systemic ways to plug into the work and learning of my colleagues. The efforts have resulted in valuable time and invaluable, shared insights.

1. Weekly, I attend at least 25% (1 of 4) of each of the PLC/PLT (professional learning community/team) meetings. Over the course of a year, this provides me with at least 144 hours of time with the teacher teams who explore ways to enhance learning for students and adults alike. I am able to learn side-by-side with those purposefully and collaboratively exploring curriculum, pedagogy, and assessment.

2. I load into my reader the RSS feeds of the blogs from any Junior High faculty member who maintains a blog. What insight into the thinking, questioning, and practicing of my colleagues this provides!

3. I follow my Junior High colleagues on Twitter…if they have an account.

4. Maybe most importantly, I am given the great excuse (“professional responsibility”) to read the goals and self-assessments of the faculty. I do so to prepare for one-on-one or team conferences with each of the 80 Junior High faculty. These conferences provide opportunity for incredible dialogue about that which we are focusing on in our classrooms and learning spaces. These conversations are among my favorite of the year.

Reading goals and preparing for today’s two conferences is what inspired this quick post; reading a few faculty blogs and tweets also contributed to my compelling need to share.

From just these four, integrated, systems approaches to connecting with my faculty team, I am a part of an intricate web of deep thinking, rich inquiry, and innovative practices. I can see connections in people’s work…I can learn of what they are trying and researching to help students…I can be challenged in my own thinking and teaching practices. I can discern how they are using student/course feedback, peer visits, and administrative observations to reflect on their practice and improve their growing professionalism as educators.

‘Tis I who is blessed to be in this web of thinkers, doers, and learners.

JH 2.11

Posted on by
3

At the opening Junior High School faculty meeting, I shared that I would be referring to us (internally) as “JH 2.11.” Like version software, such as OS 10.6 or Windows 7, the Junior High School is adopting an internal nomenclature that will help us remember that we are striving to improve and grow. The “former version” was a strong product, but we can make it better. We can learn from our experience, we can enhance features and programs, we can grow and get better.

I first played with this “JH 2.11” idea during my spring 2011 sabbatical. While I served my sabbatical, I interned at Unboundary, a strategic design studio here in Atlanta, GA. At the company, they were deliberately working to move from Unboundary 6.0 to Unboundary 6.5. They talked about the business in this manner. Consequently, the culture was dynamic, not static. There was a fundamental understanding that the company would grow and improve to the next version of itself. Unboundary would learn from experience and get better. Simply being “Unboundary” was not good enough, and simply being the “Junior High School” is not good enough. A static name can unintentionally imply that the work of the company is static. A dynamic name generates a creative tension that can motivate a team to strive for closing a gap by walking a path of kaizen – continuous improvement.

What are the keys to embarking on such a walk of kaizen? In brief, the critical key is living in the growth mindset. More specifically, though, I recently read two blog posts from colleagues spread across the country – linked with me primarily through open social media. In these two posts, I think @L_Hilt and @jonathanemartin have hit upon some superb specifics about growing in our versions in an Education 2.0 world.

Out with Professional Development, In with Professional Learning (@L_Hilt)

Become an “Eeel:” The 17 E’s of Electronic Education Leadership Excellence: Leadership Day 2011 (Hat tip to Tom Peters)

In our Westminster school motto, from Luke 2:52, we read, “And Jesus grew in wisdom and stature, and in favor with God and man.” May we strive to grow similarly.

“Out of the Egg Crate” Guest Post: Jennifer Lalley

Posted on by
2

Last spring, I “offered my blog” to any and all Junior High faculty who might want to guest post. I thought it might be one small step on the journey of trying something new and thinking out loud with a public reflection – for some, like trying on clothes before deciding what to buy. Then, I waited. And waited.

Wait time is an invaluable tool in the educator’s tool kit, eh? (pronounced “A” and in honor of @gcouros). Since I extended the invitation, 112 days have gone by.

But learning is the constant – we should guarantee that people will learn…at high levels. Time and support should be the variables.

Thanks to the support offered at Faculty Forum, and perhaps some other support I am unaware of, a Junior High faculty member has submitted a guest post. Many thanks to Jennifer Lalley for taking this opportunity.

It’s the beginning of a new year, and we are all frantically trying to keep track of the influx of information coming our way. However, something about this year feels different for me (Jen Lalley). At the moment, I feel more energized than overwhelmed. Yesterday in the faculty meeting, I felt thankful for the time and space to speak openly and honestly about the changes here at Westminster. Although it’s hard, it’s valuable to have differing opinions on how technology is affecting our students and our classrooms. I left our meeting wanting more discussion. Can we continue it here?

Some of the themes thrown out…

– How do we find balance with screen time/non-screen time?
– How do we communicate to parents what we are doing in school?
– What is valuable about “traditional” teaching, and what needs revision?
– How is technology transforming pedagogy?

As said in the meeting, I echo how all of this boils down to “learning and sharing.” To me, that’s the reason we blog, MOODLE, tweet, journal, etc. Honestly, there are times when I’m working with other teachers when my individual spot in the “egg crate culture” seems nice and cozy and warm. It’s safe there, and I can move at my own pace.

There’s a problem with that statement, ”at my own pace.” It’s not really about me. It’s about the students. The moments I venture out of the egg crate have made me sharper, and most importantly, have engaged my students on a deeper level.