Let's Do Whatever It Takes

Whatever it takes (chorus from the song shared above)

by Imagine Dragons

'Cause I love the adrenaline in my veins; I do whatever it takes

'Cause I love how it feels when I break the chains; whatever it takes

Yeah, take me to the top I'm ready for whatever it takes

'Cause I love the adrenaline in my veins; I do what it takes.

Let's Get Fired UP!

    Last week I mentioned writing about highlighting the profile of teachers in the District who have realize high levels of success year after year.  Last summer Marty Shudak asked  a few principals to write a profile of teachers and why we thought these individuals were so successful. Yes, we have someone in the building who meets the criteria. 

Marty's question. 

What do you see in these teachers which would make them THAT consistent over three years? 

Here is what I said:

High High expectations and consistency.  They believe their kids can do it and they are relentless in making it happen.  They also have the content down pat. This creates the condition, I believe, for them to be precisely planned and diagnostic.  Additionally, it provide them with the confidence to be able to flex, make learning more authentic based on student needs and they don't rely heavily on a resource. They understand the standards and student development.

His response to my summary:

Wow, what's a great summary of what I heard from four other principals.  I'm amazed at how consistent theses principal reflections were on this question about what these teacher have that makes them so good and successful.

Here are a few things to reflect on so you can reach our milestones at the end of the year.

One:  You have a set of data available that is both a compilation and individual.  If you are to be diagnostic you need to know where each student lands on the achievement continuum.  If you choose to dive into the standards and analyze the results from MAP and student work you can target students and skills.  Focus first on the 'bubble' kids.  These students grew but not enough.  They are +/-5-10 points of proficiency.  You need to be relentless as they work with you each day.  Don't let them "off the hook" with learning.  Chase them down literally and figuratively.  That's doing whatever it takes.

Two:  Choose to work with a coach to modify and/or maximize the workshop so you can get to students readily.  The key to this work is individual conferring strategies in reading and math.  Once you have students working independently you are available to target kids and track them down in their learning.  Providing feedback during the learning is most powerful. Find them as they work; be clear in your language; align the language to the standard(learning intention/success criteria). Doing whatever it takes.

Three: DIVE INTO THE STANDARDS.  Make it your mission to know them so well that you can find misconceptions and progress as students learn.  Make an effort to be precisely planned.  This doesn't mean having worksheets ready.  It's knowing what you are to teach(intentions) and how you will know kids are successful (success criteria).  Learning and activity is aligned and relevant.  Reading and writing is key.  Get them in books and writing authentic response.  Capitalize on math standards during independent work in math as well as in work places.  Yes, doing whatever it takes.

Finally, the absolute KEY is believing that all kids can achieve.  Think about 100% of them making expected growth and potentially accelerating this growth. Do you believe that your class can do this? Think about 90% of your students being proficient. Do you believe that your students can be this proficient?  It's possible.  YOU HAVE TO REALLY BELIEVE they can and YOU CAN!  Believe in Whatever it takes.

The adrenaline in your veins is the feeling of efficacy!  It's knowing you can, kids can and are able to share how you did it.  That's doing whatever it takes!