Student Engagement in High Level Learning

In the last 13 years in my work with KASC, as a curriculum and assessment coach, as an assistant principal and now as a principal, I have had the opportunity to be in a lot of classrooms.  I've seen instruction from teachers who consistently achieve incredible growth and high achievement from their students year after year no matter the class makeup.  The class structures have differed significantly, but there are a few qualities that the teachers have that are consistent.  One quality is high expectations. 

By high expectations, I mean that the opportunities to demonstrate learning which are provided to students are rigorous, students are expected to respond at a high level, and they are held accountable to do so.  When you see this across a school, you get a high performing school like Paint Lick.  In order for us to reach the next level of success and get more students to proficiency (especially in math) we need to look at the level of expectations we have in all classrooms. 

As our school math team begins its work this month we will begin with the end in mind; with the expectations we have for our students in the form of demonstrations of their learning.  What are we expecting our students to do with the knowledge we impart?  Are we providing opportunities for students to show what they know in a way that matches the rigor of the standards?  How do we get to that point consistently in every classroom?  What curriculum work and assessments need to be written so that we have clear targets for our expectations of students?

I'd like to get this conversation about high expectations and rigor revitalized at our school and encourage you to reflect on how these show up in your classroom.   The Instructional Leadership Team will be at Paint Lick this Tuesday at 9:00.  They will be fanning out across our building to find examples of high expectations in action.  They may or may not peek in your classroom for 5-10 minutes.  They will use this tool which includes look-fors and a place to write evidence or examples they find.  They will not be assessing the level of expectations, they will simply be using the checklists as ideas for what to look for and then jotting down examples of what they see in your classrooms. 

I am hoping that having this feedback will spark some rich discussion in our PLCs on Thursday.  Please look at the look-for instrument.   The bulleted check-box lists aren't all-inclusive or items that all HAVE to be present in your classroom.  They are just look-fors.  You can proceed on as planned at 9:00 on Tuesday and allow the visitors to see what they see, or you are welcome to reflect on what you have planned and make changes in hopes of providing exemplars for our visitors.  It's up to you. 

I'm excited to get this conversation and analysis started in our school and look forward to talking with you on Thursday during PLCs!!