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AASCD News November 2021

What Will Your Influence Be?

Last week, I had the opportunity to attend the Presidential Mentors Academy Ceremony at the University of North Alabama. The theme for the ceremony was "What Will Your Influence Be?" I observed extraordinary students speaking, singing, and hosting the ceremony. We celebrated the influential students and awarded them for their academic achievements and service to the school and the community. Based on the theme, I self-reflected on my role as a mentor and reflected on my ability to help others grow personally and professionally. I have been blessed with caring people who have been instrumental in guiding and supporting me. I am very grateful to those who encouraged me to follow my dreams, but did I appreciate their dedication, positive words, and kindness.

As November comes to a close, many families will celebrate Thanksgiving and reflect on the blessings in their lives. I encourage you to reach out personally and thank someone who made an impact on your life. Many of us are where we are today because someone influenced us to keep pushing and allowed us to be successful. I encourage you to influence someone and pay it forward to your co-workers, family, friends, and students. The month of November represents gratitude in most homes and focuses on blessings. However, this time of year can be bitter-sweet due to losing a loved one or other difficult circumstances. It is for this reason that we should pay it forward and remember those who are less fortunate and are struggling this holiday season.

As the first semester of the school year ends, we can all be thankful that we have the opportunity to be influential and make a difference in the lives of our co-workers and students. Because of the work we do in our schools and districts, our students will have the opportunity to succeed in life and influence our world for good. As the president of Alabama ASCD, I would like to personally thank you for your support and your work for Alabama ASCD. Because of our influence and dedication, we can assist educators in advancing their careers and impacting their students' lives. As you celebrate the Holiday Season, please remember that you can be a blessing to someone in your school, district, or community based on your character, encouragement, and leadership.

Taking Action to Support the Whole Child

One aspect of AASCD, and our national organization ASCD, that immediately appealed to me as a new assistant principal many years ago was the importance placed on educating the whole child. As school leaders, we strive for our students to reflect the qualities found in the five ASCD whole child tenets:

  • Each student enters school healthy and learns about and practices a healthy lifestyle.
  • Each student learns in an environment that is physically and emotionally safe for students and adults.
  • Each student is actively engaged in learning and is connected to the school and broader community.
  • Each student has access to personalized learning and is supported by qualified, caring adults.
  • Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

Now fifteen years later, I see that the need for a whole child focus has not waned as many of our students and their families continue to struggle with the challenges brought about by the pandemic. Fortunately, schools across the state are finding creative ways to meet students where they are and provide them with the support they need. Elkmont High School in Limestone County is one such school that is transforming theory into action. On September 24th, the Friday of Homecoming Week, Elkmont High School held its first of six Social and Emotional Learning (SEL) Workshops for students. Three days each semester students pause from their normal daily schedules to focus on their mental health. If you step into any Elkmont High School classroom on one of these days, you will see teachers facilitating discussions and student activities on topics including substance abuse, self-harm and suicide, bullying, online safety, abuse, coping skills and grief.

Teachers met prior to the first SEL Workshop to prepare by discussing the day’s purpose and reviewing the lessons and activities to be completed. Teachers were paired with another adult or a trained Thriveway student Peer Helper to present the selected lessons from the Thriveway P.A.T.H. curriculum (Prevention and Awareness for Total Health). Specific topics were assigned by subject areas. For example, math teachers covered bullying, science teachers covered substance abuse, etc. The day culminated with a fun activity for the entire student body, which on this particular day was the Homecoming Pep Rally. SEL Workshops address multiple ASCD whole child tenets and demonstrate to students that they are supported by the adults and peers in their school.

To hear other innovative ideas and strategies, I hope you will plan to join me during the upcoming AASCD Winter Conference, which will be held virtually on January 24-25, 2022. Dr. Katy Milkman, a behavioral scientist and professor at The Wharton School of the University of Pennsylvania, will deliver the keynote address and participate in a panel discussion with Alabama school leaders on topics related to her bestselling book How to Change: the Science of Getting from Where You Are to Where You Want to Be. The second day of the conference will be filled with a variety of breakout sessions on many of the hot topics you are currently discussing in your district. I look forward to connecting with you in January as we continue networking and learning together.

Leadership and Flexibility

From the beginning of the global pandemic, teachers and school leaders have been forced to modify practices, routines and plans on nearly a daily basis. This constant demand to adapt to uncertain conditions has placed tremendous stress on all educators. Yet, developing the capacity to adjust to unpredictable circumstances is a hallmark for successful leaders and great teachers. The real question is how one can hold fast to fixed principles, values and purpose while adapting to every-changing circumstances. Therein lies one of the keys to success as we continue navigating our way through the challenges that continuously confront educators.

Each day, I carry in my pocket a small, laminated copy of William Stafford’s poem, “The Way it Is” which was given to me by Dr. Bill Strong, chair of my doctoral committee. The poem reads as follows:

Throughout my career, I have tried to hold fast to fixed principles that guide my work. I believe deeply, for example, in the value of educating the whole child. At a time when policies associated with No Child Left Behind were pressuring school districts to eliminate P.E. or elective classes, we focused on the value of healthy, well-rounded students and then made sure our course offerings reflected these priorities. During the height of the testing and accountability era when policymakers were encouraging a narrow—almost scripted curriculum, we emphasized the importance of students being highly engaged in challenging, rigorous coursework.

Having certain fixed principles firmly a part of your overall philosophy of education helps one align otherwise tough decisions during moments of crisis. Let me share a recent example which proved invaluable for our school district. Prior to the pandemic, we established a Technology Commission within our district. Comprised of teachers, parents, students and administrators, the commission’s purpose was to outline fixed, guiding principles that would propel our district’s efforts while carefully integrating technology into daily instruction. Our expectation was for all students to be continuously engaged in learning experiences where they were challenged and supported by highly trained and caring teachers, the best possible content, evidence-based pedagogy and high-quality digital tools and resources. We wanted to ensure that learning experiences included seamlessly embedded technology in ways that fostered active creation (as opposed to passive consumption), critical thinking, communication, collaboration, as well as digital citizenship and wellness.

The commission identified six areas of focus:

With each priority, we articulated important values and outlined our current efforts and next steps. This gave us a clear pathway around those things that we most highly valued.

Once the pandemic hit, we had a roadmap to guide our efforts. Time and again, we returned to the Technology Commission’s work, focusing on fixed, guiding principles and aligning our decisions and actions with those priorities. Those six guiding principles pointed the way for us—even through uncertainties and evolving circumstances. For example, we had families with limited internet access and no reliable hardware to engage in online schooling. So, we delivered chrome books to every student and “hot spot” devices to families who couldn’t afford internet services or who lived in remote areas and lacked internet access.

Initially, we had many teachers simply loading assignments on the computer for students to complete. However, we recognized that if we were to provide high-quality instruction that truly engaged and challenged students, we had to do much better than that. We identified full-time teachers who had developed expertise in technology integration and trained them to be Ed Tech coaches in their building. These Ed Tech coaches then provided professional development and support to their fellow teachers on CANVAS (our learning management system), along with models of highly effective learning that would truly challenge and engage students. The overall quality of learning experiences for our students learning online increased dramatically. Even for those learning in-person, the quality of instruction has risen dramatically because teachers have become more adept at seamlessly integrating technology to more effectively personalize learning for each student.

Inevitably, we will face unique challenges and uncertainties as we lead through the pandemic and beyond. Establishing fixed principles to guide your actions and decisions is essential to navigating these circumstances while not being knocked off balance pedagogically or philosophically. Those fixed, guiding principles provide the “thread” to which you hold fast so that you don’t lose your way. That steady, relentless pursuit toward your clear vision--centered on sound pedagogy--enables a teacher, school or district to remain on solid ground during times of uncertainty. I have found that the ability to sustain one’s vision, mission and purpose while adapting to ever-changing circumstances is vital in navigating difficult problems and obstacles. Thus, we can be successful even when surrounded by uncertainty.

Dr. Jeff Stephens is the current superintendent of Weber School District in Utah, where he has served since 2011. Weber School District is a suburban district of 32,000 students and 1,900 teachers. Dr. Stephens is a former ASCD Board Member as well as Past President of Utah ASCD. In 2020, Jeff was recognized by COSN and AASA as the National EmpowerED Digital Superintendent of the Year, an award recognizing an exceptional district superintendent who serves as a true empowered leader, leveraging and championing technologies in the classroom and throughout the district to transform their school district.

Leading with Empathy

Empathy has been recognized for years as a necessary skill for leaders, but it is taking on a new level of meaning and priority. It appears that empathy is a very positive force for people and that this force then impacts everything from innovation to retention. Great leaders need a mix of all kinds of skills to create conditions for engagement, performance, retention, and happiness. Empathy is one of those that leaders really need to get right.

Empathy is defined in multiple ways as noted from these sources:

The capacity to understand or feel what another person is experiencing from within their frame of reference, that is, the capacity to place oneself in another’s position. ~Wikipedia
The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experiences of another either the past of present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner. ~Merriam-Wester

The reason empathy is so necessary is that people are experiencing multiple kinds of stress, and data reviewed by Tracy Brower, suggests it is affected by the pandemic ---- and the ways our lives and our work have been totally rearranged. Mental health, personal lives, work performance, employee turnover add to the burden of being a leader. However, empathy can be a powerful antidote and contribute to many positive experiences for individuals and school teams.

Leaders can demonstrate empathy in two ways:

  1. Consider someone’s else’s thoughts through cognitive empathy, meaning if I were in his position, what would I be thinking right now?
  2. Focus on a person’s feelings using emotional empathy i.e. Being in her position would make me feel…….

Leaders will be most successful not just when they personally consider others, but when they express their concerns, inquire directly about challenges, and then listen to the responses. It is enough to simply check in with others, ask questions, and take cues about how much they want to share. Sometimes, just being present is enough. There are other times when leaders need to be able to offer supports, resources from the school or organization.

Empathy in action is understanding an employee’s struggles and offering to help. It is appreciating points of view, considering different perspectives. It is building connections.

Brene Brown has written a number of books and regularly publishes on social media platforms. In her book, Dare to Lead. Brave Work. Tough Conversations. Whole Hearts., (2018), Brown writes about the importance of empathy and that emotional literacy is as critical as having language. She provides rich explanations of five empathy skills:

  1. To see the world as others see it, or perspective taking
  2. To be nonjudgemental
  3. To understand another person’s feelings
  4. To communicate your understanding of that person’s feelings
  5. To paying attention

One quote is particularly note-worthy in our current state and that is “ Empathy is not connecting to an experience. Empathy is connecting to the emotions that underpin an experience.” Leaders will be able to use this information to guide book studies, mini thought sessions, and other professional learning experiences.

Join Alabama ASCD as we embark on another year of professional learning with the kick-off of the (virtual) annual Winter Conference, January 24-25, 2022 and a 1 day-drive-in (face-to-face) session on March 24, 2022. We will continue to embrace Twitter chats, so watch for those postings. As always, we want to work together to provide top-notch Professional Development opportunities and resources.

Getting Serious about Literacy

Most districts identify “literacy” as a top priority. It is one of the most obvious and fundamental functions of schooling. As a critical friend, I have a hard question though: are our literacy practices balanced? Does our work include strong reading instruction and a robust culture of reading engagement? Or do we prioritize the former over the latter? We know that learning how to read does not a strong reader make; for that outcome, reading engagement is necessary – lots of it. To become a reader you have to … read! But too often, our great intentions – to produce strong readers – have led us to hanging our hopes mostly on reading instruction.

Due (in part) to that focus, we have allowed our school libraries to atrophy. By letting those collections age and shrink, we have denied our students access to the very thing they need – an avalanche of high interest, relevant titles to devour. There is no such thing as a reluctant reader; there are only readers who don’t have access to the topics and titles that capture their imagination. It is simply unreasonable to think that we can produce strong readers when our schools don’t make the act of reading – including self-directed, independent reading – endemic to their cultures.

Our team in Tuscaloosa City Schools woke up to the fact that our library collections were unhealthy several ago. We noticed that students in schools with higher library circulation performed better academically. We committed to healing our libraries. All 18 were below the state’s definition of an “Exemplary” collection: 15 books per student with an average book age of 10 years. Today, after years funding to heal those collections, three have reached exemplary status and another five will join them this year.

We are working to restore balance to our literacy practices and to ensure that all students have access to the resources they need – including a robust library collection. Here are some of the actions we have taken so far.

  • Librarians and instructional coaches participated in a year-long PLU to better understand each other’s role and to develop school literacy plans together.
  • The district set an expectation to include librarians on the leadership team and to tap their expertise for the school’s reading engagement work.
  • We normalized time for librarians to do the work required to maintain their collection. Careful weeding of a collection takes time, as does thoughtful selection and ordering of books.
  • Funds have been identified and allocated to reviving each collection. This is expensive work! But we decided it was important and committed to allocating the resources.
  • We invested in two digital libraries. One provides subscription-based access to students; the other allows the purchase of digital titles. We also entered into an agreement with the public library so that all students automatically have access to their entire digital book collection.
  • District leadership reviews schools’ circulation data each month – along with other school data sources. Data is the language of school leadership – we monitor and consider this data now because we believe reading engagement matters.

We are not finished. There are still miles to go to fully embed this way of thinking into our organization’s DNA. Here is a taste of what we are working on now.

  • Lifting all libraries to exemplary by Spring 2024. We are investing heavily from ESSER and other sources.
  • Conducting equity audits of all collections. Students need both windows and mirrors. We will evaluate all collections to identify areas that need enhancement – beyond the overall size and age of the collection.
  • Thanks to a federal Innovative Approaches to Literacy grant, we will fully align the work we do in schools with community literacy efforts. Our goal is to make literacy deeply embedded in our community’s culture from birth to graduation.

For us, being serious about literacy means prioritizing a balanced, comprehensive approach that values, funds, and supports high quality reading instruction; access to a robust, healthy library collection for all students; and reading as a natural, unmissable part of each school’s culture.

Our libraries were full of books purchased before the teachers were born. How can we expect students to read a lot with old books?
As sad as empty shelves are; pallets full of new books are that much more exciting!
We must make time to complete the management tasks required. Processing books is time consuming. Librarian schedules should account for these vital tasks.
When students have access to new, high-interest books, they read more. It really is that simple.

The Power of Politics

Why should you and I- busy educators- get involved in politics? The reason is quite simple: our students. Who better than educators understand the complexities of providing outstanding education to the students of Alabama? Who better than educators understand the challenges that school systems face? Who better can share school systems’ and students’ personal stories about how education affects their lives? In this difficult political climate, it is more important than ever to engage with legislators and let your voices be heard!

Many do not realize that most public policies which affect us and our students are formulated by elected officials or political appointees. During the past years, we have had some major challenges as it relates to education, and we can no longer be quiet. If it affects us, we must let it be known by speaking with our local legislators.

On November 4, 2021, AASCD held its annual Curriculum and Instruction Bootcamp. Some invaluable sessions were held including Alabama Teacher Observation Program, Building Safe and Supporting Learning Environments Through Foundational Wellness Integration, Updates on Alabama Courses of Study and High-Quality Instructional Materials/Textbooks, Special Populations Updates, Alabama Literacy Act, and ACAP Data. As I sat and listened to the sessions being offered to over two hundred participants, I realized that many of the sessions were a result of a federal or state law that turned into a mandate for Alabama educators!

As a superintendent, I had the opportunity to attend many legislative sessions and engage with my local politicians. I never understood why engagement in the political arena was critical nor the importance of my role as an educator. According to Dennis Van Rockel, NEA Past President, “we must engage and work with everyone who has a stake in our local schools. This is the only way that we can ensure that … our students have access to great public schools across the nation” (Why Politics Matter, para 7). To do this, we must go where the decision-makers are!

Recently, I have perused several articles to find tips to provide to you for getting involved at the state and local levels. Hopefully, these tips will be the starting point for you to not only engage your legislators but to help you navigate the difficult political arena:

  1. Get to know your local legislators
  2. Increase your political awareness
  3. Offer your opinion
  4. Oppose or support proposed legislation

The legislative session starts in January this year! While we are not expecting there to be any surprises because it is an election year, we still must remain vigilant in our efforts! Remember that your legislature works for you! All you need to effectively advocate for your communities is a basic understanding of the legislative process and a will to do so. YOU can make a difference! Your communities will be glad you did!

2021: Where Did This Year Go?

Wow, what a year a difference makes…right? As we close the door on the 2020 year, I had hoped that I would open my eyes on January 1, 2021, and the stress and exhaustion educators had endured from the impact of the pandemic would quickly dissipate. While I did not know for sure what the spring semester of the 2020-2021 school year would bring, I never dreamed that the pandemic-related stress and exhaustion could be heightened to the level it was as we approached August 2021! While educators knew they would be implementing plans to address “learning loss” or “unfinished learning” as well as other instructional-related challenges, I do not think many of us anticipated the variety of new challenges we would face as we welcomed our teachers and students for the 2021-2022 school year. Amidst the new challenges, educators across the state remained dedicated to their communities, their schools, and their classrooms.

Just as districts have forged ahead, our ALSDE Office of Student Learning team has remained committed to our ongoing district supports such as statewide C & I meetings; ARI and AMSTI professional learning for regional and local staff; partnerships with other educator organizations to provide ALSDE updates across the state; and ongoing revisions and development of multiple instructional resources directly aligned to our state courses of study. Additionally, our team members have remained dedicated to the programs, initiatives, professional learning, and processes that were either in progress of being designed; in the designing phase; in the review phase prior to initial communication phase; or in the implementation phase. The pandemic’s impact has required educators to adapt and evolve to meet many unexpected challenges, but just as district leaders continued to support their communities, our ALSDE team did not allow the unknowns related to the pandemic halt the work that had begun prior to March 2019.

Within the Office of Student Learning, we have continued our efforts to review, update, design, and communicate a variety of teaching and learning supports, high-quality instructional materials, and new learning opportunities through collaborative efforts with local, state, and national educators. Featured below are just a few of the updates that highlight the ongoing work and dedication from our team:

ALABAMA READING INITIATIVE (ARI): Summer 2021 Reading Camps and Science of Reading professional learning opportunities.

ALABAMA MATH, SCIENCE, AND TECHNOLOGY INITIATIVE (AMSTI): #AMSTI4ALL opportunities, Teachers in Residence (TIR) pilots, Coaching Academy, Marzano’s Proficiency Scales design and implementation, and elementary computer science pilots.

INSTRUCTIONAL SERVICES: Alabama Multitiered System of Supports (AL-MTSS) rollout for pilots began in October 2021; Proficiency scales development for multiple core content subjects and electives; English Learner (EL) supports expansion with the addition of an ALSDE EL Administrator, planning for additional regional EL coaches, and developing processes for statewide supports for EL platforms and on-demand services slated to be implemented for LEAs in 2022-2023 school year; and release of math, ELA, and science instructional planning guides that will provide LEAs with a comprehensive repository of tools aligned to the ACAP for educators and families.

EDUCATION TECHNOLOGY: 2021-2022 Bite-Sized PD Series - ALSDE Bite-Sized Professional Development Series, Updated ALEX website; Expansion of ACCESS Virtual Learning courses for grades 6 – 12; and planning and LEA support for the transition to the sustainability phase of PowerSchool SIS and Special Programs.

PROFESSIONAL LEARNING: Training for educators to begin using the Alabama Teacher Observation Tool in January – May 2022 in preparation of full implementation in August 2022.

As we approach the end of the 2021 year, the ALSDE Office of Student Learning team remains committed to supporting teaching and learning throughout the state. We look forward to beginning the 2022 year with the same dedication to LEAs as we embrace another year to assist LEAs in making a lasting impact on teaching and learning across the state! We will continue to work collaboratively with LEAs as we improve student achievement across Alabama!

The Office of Student Learning – Dr. Elisabeth Davis

AASCD Board of Directors

Created By
Alyssa Godfrey
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Created with images by Plutmaverick - "Teacher's table with books, organizer and chalkboard. The concept of Christmas and New Year." • mohamed_hassan - "men mentor help" • obeyleesin - "hand holding a red heart, valentine's day love, vintage tone" • StartupStockPhotos - "library books tv" • freshidea - "Politics And Law"