Educators have a lot to think about these days. We don’t know exactly what school will look like as Covid-19 news changes each day. School start dates and formats are still in flux.
But here’s what we do know: Excellent Oklahoma educators deserve to be recognized.
“Now more than ever we need to celebrate excellent educators. As the coronavirus changes the way we live, work, and learn, teachers are guiding students and families through these challenging times.” said TLI Executive Director Jo Lein.
Join us in celebrating 20 Under 2’s list of emerging teacher leaders, high performers, and novice educators who make Oklahoma’s future look bright.
The Teaching & Leading Initiative of Oklahoma (TLI) has honored twenty of the top novice teachers in the state in the second annual 20 Under 2 list, a list of promising new Oklahoma teachers. This list celebrates emerging teacher leaders, high performers, and novice educators who make Oklahoma’s future look bright.
Across the state, principals, veteran teachers, and district leaders submitted their top novice teachers for consideration. Each nomination from principals and colleagues was reviewed and scored by a panel of education professionals. The list below celebrates the top twenty nominees for outstanding classroom culture, academic results, and contributions to Oklahoma’s public schools.
When I entered education 15 years ago, my goals were simple: Make sure students could count back change and get people to stop saying they were bad at math. Now, my goals are far loftier–even during the Covid19 pandemic.
Like many teachers in Oklahoma, my mind raced when I learned that schools were moving to distance learning. But unlike many others, I wasn’t panicked about what to do or concerned about getting back to “normal”. Instead, my mind fluttered with big ideas and exciting possibilities. My response to Covid19’s changes to schooling reminded me of an episode of The View in which Whoopi Goldberg interviews Rahm Emmanuel, former Chicago Mayor and Chief of Staff for the Obama Administration. Goldberg reminds Emmanuel of a famous statement he made during the financial crisis and asked how it applies today. He said, “Never allow a good crisis to go to waste. It is the opportunity to do big things you never thought possible.”
I feel like Emmanuel’s words apply perfectly to the emergency state of our schools and our plan for learning this fall. This is our time to go big, Oklahoma. Here are a few of my suggestions for where to start.
Go Big Idea 1
The Covid19 crisis has quickly demonstrated how internet is a basic tool for learning. Let’s start our re-imagination by expanding free, high-speed internet to all families. Yes, I said no cost. The United States is home to a wealthy, billionaire class, so surely we have the money to provide no-cost internet to all K-12 students.
In Oklahoma, experts suggest that many parts of the state have limited or no internet access. A recent task force estimates that nearly a third of Tulsa families do not have reliable home broadband. If we are going to be a democracy where we educate the public, then all children should have internet access no matter where they live.
Go Big Idea 2
With state testing suspended and colleges forgoing traditional entrance exams, it’s time to re-imagine how students best demonstrate learning. As schools return to some form of learning in the fall, I suggest a major shift towards learning portfolios. What about trading standardized testing for a portfolio defense at transitional grades such as 3rd, 5th, 8th and 12th? Digital portfolios can easily span the distance learning divide and online defenses can be recorded for teachers, parents, or communities in the defense.
Go Big Idea 3
The hurried shift to distance learning illuminated what many educators already knew: We don’t just educate children; we educate and support families. So why not include family services under the school roof? After all, almost everyone knows where the nearest school is located.
Let’s use this crisis as a time to reimagine family supports in our school buildings. Districts should consider adding clinics for both mental and physical health, employment services, and other human health services. Many schools are already working towards much-needed wraparound services. Schools can not fix all that our society needs but we can be a bigger part of the solution.
Go Big Idea 4
Splitting subject areas is inefficient and ineffective–especially in the short amount of time students have online during distance learning. It’s time to move past factory model education and make subject integration the norm. It’s time for project-based learning to be a norm. Let’s move away from subject-area silos and towards work grounded in context and multiple content areas. Plus, project-based learning has the potential to transition seamlessly between in-person and distance-learning.
About the author:Telannia Norfar is a math teacher at Northwest Classen High School where she has taught everything from Pre-Algebra to AP Calculus. She is a 2017 Teacher of the Year and Oklahoma Presidential Award for Excellence in Mathematics and Science Teaching. She is co-author of Project-Based Learning in the Math Classroom. She desires to be known by how much she loved everyone around her.
In March, teachers, administrators, and school support staff rushed to accommodate the new COVID pandemic realities by shifting to distance learning–all while parenting and caring for loved ones at home. The transition was swift, bumpy, and full of ingenuity. At each turn, we saw generosity, kindness, and flexibility take a front seat.
Now, with the school year over, day-to-day operations seem like all we can do. But we’re also faced with the uncomfortable possibility that schools may not be able to operate fully in-person during the fall.
Fortunately, the fall planning runway is longer than the emergency planning of Oklahoma’s first dip into distance learning.
Over the next few weeks, we’ll be featuring blogs that tackle the planning process for returning to school in the fall. Look for topics ranging from reflecting on what we’ve already learned, to tackling distant learning challenges, and re-evaluating shifting roles.
For now, check out a few of the insightful planning resources already on the internet.
Bellwether Education’s free COVID toolkit breaks the school planning process into 4 stages with distinct steps, downloadable protocols, and guiding questions. They also include customizable notetaking guides for each stage so you can quickly share the documents during a Zoom meeting.
Every year, 1 out of every 5 new Oklahoma teachers leave the profession. By year 5, only about half remain in the classroom. While it’s easy to decry the loss of teachers, the persistent classroom vacancies, and the worrisome number of emergency certificates issued this year, there are also plenty of bright spots. We think it’s time to step up and celebrate some of the brightest novice teachers in the state.
20 Under 2 is a list of new Oklahoma teachers who represent the best our state has to offer. Like Forbes’ 30 under 30 collection of honorees, this list celebrates emerging teacher leaders, high performers, and teachers who make Oklahoma’s future look bright.
This year, nominations are open from March 1-15, 2020. All full-time public school teachers in their first or second year of teaching are eligible. See eligibility requirements here or start a nomination today.
As Chief of Staff Marissa King pointed out, “Novice Oklahoma teachers need support and encouragement to learn to teach, an especially hard job in underfunded and overburdened systems. Regardless of certification, whether a new college graduate or mid-life career changer, each new Oklahoma teacher is filling a critical public role.”
District-level curriculum roles are often pulled in hundreds of directions. But the role is crucial for supporting the leaders and teachers who impact students. We’ve compiled 5 tips to keep in mind as you navigate endless to-do lists and never ending demands.
Tip 1: Get On The Balcony.
It is easy to get sucked into the hustle and bustle of everyday school life especially for those who like the feeling of in-the-moment help or are used to school-level leadership. But it’s important for district leadership to get a big-picture view and gather district-wide evidence too. Ronald Heifetz and Marty Linsky (2009) urge leaders to “get on the balcony” instead of always staying on the dance floor. The “balcony,” as the metaphor goes, allows leaders to see the whole dance floor instead of mistaking the closest dancers as proxy for the entire dance floor.
Tip 2: Evaluate Your Underlying Change Management Beliefs.
District-level leaders are responsible for managing change across a system. Before jumping into a change management plan, it’s important to consider your underlying beliefs and those of your colleagues before you determine the level of management that is required. Think especially about accountability, empowerment and autonomy, and capacity-building. District-level beliefs will shape how you roll out changes and help you avoid angry clashes with district leaders.
Tip 3: Make PD Count.
Professional development is a tried-and-true way to build capacity at every level of a system and support district-wide change. But all PD isn’t equal. The most effective PD includes practice, feedback, and coaching (Joyce and Showers, 2002). A big-name, engaging presenter might get a big round of applause but make sure you evaluate if it’s actually building skills and making change. District leaders must stay focused on overall strategy instead of buying the trend of the day or going for a quick round of applause.
Tip 4: Build Up Leaders.
Strong building-level leaders make a big difference in implementing district change and improving instructional quality. But principals need and want capacity building especially to strengthen instructional leadership skills (Goldring, et. al, 2018). Plus, well-trained principals stay in their jobs longer (Levin & Bradley, 2019). Instead of constantly passing down mandates, district leaders should eagerly look for ways to build up school-level leadership.
Tip 5: Take Curriculum Seriously.
Want to move the needle on student achievement? Changing to a research-based, “high-quality, content-rich curriculum” is much more effective than measures like reducing class size (Chiefs for Change, 2017). Curriculum decisions are crucially important. Instead of dissolving into arguments about developmental appropriateness or text choice, find a way to unite people on a common purpose and make decisions that will benefit the most kids.
The district curriculum leader has a tough job but ultimately serves as the voice for academic performance in the district.
In many Oklahoma districts, a single principal can lead a 40-member staff in charge of nearly 600 students. With such a demanding job, principals need a team who’s committed to building instructional skills and getting things done even when the principal is pulled away.
Typically, instructional leadership teams include teacher leaders, instructional coaches, additional administrators, and reading specialists. While conventional wisdom usually pulls one representative per grade level, consider selecting leadership for performance, coachability, and influence instead. After all, some grades may easily contribute two strong contributors while others may yield none. The big idea is to build a reliable, get-it-done kind of team so selecting leadership based on grade-level alone risks the efficacy and reputation of the team.
What does an instructional leadership team do?
Denver Public Schools and Leading Educators provide strong models for what instructional leadership teams do. The overall goal is to support change in response to data including roles like these:
Gather and analyze data related to school-wide trends, school culture, student achievement data, and strategic priorities
Develop and monitor strategic plans
Set vision for and maintain school culture
Create curriculum and assessment strategy
Calibrate on tools and protocols (TLE, observation/feedback protocols, data protocols)
Plan and progress monitor professional learning
How to establish a strong instructional leadership team
Building a strong instructional leadership team moves responsibility away from the principal towards distributive leadership. But it takes some work to get there. First, principals need to select and train leaders. Decide what traits matter and what skills you can train.
Distributive leadership is a critical part of a school’s success but it takes consistent work. By establishing clear responsibilities, training the team, and supporting their work, a principal can shift their focus from leading the entire school to developing the capacity of a few.
Although instructional coaching evolved from research on teacher supervision and instructional leadership (Knight, 2009; Neumerski, 2013), most instructional coaches do not have the formal authority to evaluate teachers. In contrast to principals who also coach teachers, instructional coaches are usually positioned in a non-evaluatory, supportive role.
Despite shared teacher and school improvement goals, the difference in evaluatory roles can make it easy to clash over the question of how much to share and with whom.
Coaching guru Elena Aguilar (2013) suggests that coaching must be confidential to maintain a positive and trusting relationship between the coach and teacher. From a teacher’s perspective, it makes sense. With the promise of confidentiality, teachers can share openly and vulnerably with their coach in ways that they might not want to share with a boss or evaluating supervisor.
Unfortunately, coaching confidentiality can lead to mistrust between instructional coach and principal. After all, a principal who is expecting continuous classroom growth may get frustrated to be left out of the loop and unaware of specific classroom issues. It can also lead to frustration for the teacher if instructional coaches and principals are sending conflicting or mis-aligned messages.
To balance the need for trusting coaching relationships and school leader collaboration, we recommend sharing high-level analysis about classroom performance, action steps, and look fors. For example, a coach might share that a teacher is focused on giving consistent consequences and flag that the principal should look for a clear direction followed by narration before a consequence. With that information, the principal can communicate clearly and positively reinforce progress and recognize accomplishments, as Todd Whitaker (2015) recommends.
With this delicate balance, the instructional coach can still maintain a degree of teacher confidentiality too. The instructional coach needn’t share the teacher’s concerns about making class fun if she’s always giving consequences or that the teacher is stressed about the lesson plan requirements.
Regardless of where you fall in the confidentiality spectrum, teachers deserve to know what will be communicated and to whom. We suggest re-visiting the question of confidentiality early and often to make sure everyone knows the expectations.
Aguilar, E. (2013). The art of coaching: effective strategies for school transformation. San Francisco, CA: Jossey-Bass.
Knight, J. (2009). Coaching: Approaches and perspectives. Thousand Oaks, Calif.: Corwin Press.
Neumerski, C. (2013). Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here? Educational Administration Quarterly,49(2), 310-347.
Whitaker, T. (2015). What great principals do differently: eighteen things that matter most. New York, NY: Routledge.
Liv, a rural Oklahoma principal who attended one of our recent workshops, desperately wanted to improve the quality of instruction across her elementary school. The problem? She wasn’t sure where to start. After all, her schedule seemed full and the task was daunting.
Like Liv, principals and school leaders across the country are eager to improve instructional leadership skills.
The primary focus of instructional leadership is to improve the quality of instruction happening in classrooms–a tall task for school leaders with limited time and extensive scheduling demands. Leaders need an intensive focus on the inputs (curriculum + instructional strategies), outputs (data), and a thoughtful analysis of where to focus time and energy in order to have the greatest impact on student learning (Whitaker, 2015).
We hope this blog series contributes to the larger conversation about the different leadership roles that contribute to quality instruction in schools.
We’ll start by spotlighting best practices for the instructional coach-principal relationship. Then, we’ll explore the major roles of district-level curriculum leadership and the school-based instructional leadership team including teacher leadership. Finally, we’ll round out the series with some insights into deciding who to coach and why.
Whitaker, T. (2015). What great principals do differently: eighteen things that matter most. New York, NY: Routledge.
It’s no secret that school administrators have jam-packed schedules and daunting to-do lists. With so much to do, it’s easy to shy away from leadership development due to time constraints.
TLI’s Director of Leader Programs Nina Fitzerman-Blue urges leaders to make a different choice.
“This is how we make time. Leadership coaching is how we learn to efficiently and effectively use the very small amount of time you have.”
Nina, who coaches School Leader Cohort Fellows each week, points out that leader coaching shouldn’t feel like just another task to check off the to-do list. After all, with each coaching session, leaders work on doing their jobs more effectively.
Leader coaching happens in your school building, focusing on what you want and need most. Often, leaders collaborate with their coach to get those tough-to-finish tasks off their plate. Stuck on how to introduce the latest data to staff? Leaders work with their coach to analyze data and design a plan for a data dive with teachers. Spinning your wheels about how to coach new teachers? Walk through the process with your coach, getting face-to-face support and feedback.
Listen in as a few of the 2019 School Leader Cohort Fellows why they’re glad they invested leadership coaching.
“Take the time for leader development. It will pay off in the end.” -Nicole