What I Learned about "The Why".

I learned a lot from a 10 minute clip by Simon Sinek about how leaders can inspire action. Sinek discusses the "Golden Circle" with three components: what you do, how you do it and why you do it. Most people know what they do and how they do it - but the ones that truly inspire us let us know why they do it.

I discussed this notion with my wife about how she teaches high school math. I think she operates differently because she has the why figured out. I suggest that for some teachers the description could be "I teach math, I use good instructional strategies - want to take my class?" But I think my wife - who knows the why - would state it like this: "I believe every student can be successful in math, I put everything into making sure they are a confident and capable math student, want to take my class?"

Who do you want as a math teacher?

Sinek states "People don't buy what you do, they buy why you do it."

I learned that people are inspired when they really understand your core beliefs about the why.

What I Learned about Great Teachers

Something I learned about teachers came from a training session this past week. As we were discussing curriculum and instruction, the following information was provided from the Atlantic Monthly:

Great Teachers
• Set big goals for students
• Perpetually look for ways to improve their effectiveness
• Avidly recruit students and their families into the process
• Maintain focus, ensuring that everything they did contributed to student learning
• Plan exhaustively and purposefully - for the next day or the year ahead - by working backward from the desired outcome
• Work relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls. - Atlantic Monthly, 2010

Think about the best teachers you know - to what extent do they have one or more of the above qualities?

I also learned that great teachers routinely "blow up" their practice. They constantly reflect, change, and adjust their practice. They are never satisfied. They are their own toughest critics. They are continually restless about their teaching.

I learned that great teachers can't separate teaching from learning. They view their job as the dynamic between themselves and the students. They observe and judge teaching only through the reflection of student learning.

I learned I want great teachers for my children every second of every day.

Toby

The Value of an Outside Perspective

This past week we had the opportunity to host an external team that conducted an external Quality Assurance Review (QAR).  ESU 6 did this as part of the AdvancED accreditation process which is voluntary, yet rigorous.  We could have used a less stringent process, but we decided that we would use the accreditation process to move our organization forward and improve - not just meet the compliance requirements. 

The visiting team included 3 in-state and 3 out of state members, which seemed to provide a high degree of objectivity to the process.  We believe the team scrutinized the data to find evidence of meeting the accreditation standards, and provided us with honest, objective feedback about our organization.  We think this will give us the necessary urgency and guidance to be in a different place by the time we host another visit five years from now.

Every once in awhile it is good to get an outsider's perspective on what you do - which will in many cases validate your operation, but also give you authentic feedback about how to improve.

New library book!!

'Continuous Improvement in the Mathematics Classroom' by Melody J. Russell. This book is a narrative that combines the "how to" with the real story of how it has worked for a person in the classroom with students for 185 days a year.  To check out this book, contact Tammy at twilliam@esu6.org.