Why Being Proficient isn't the Same as Getting An "A"

The landscape of assessment and evaluation has changed dramatically in recent years.  As a student, I was anchored in a world of right & wrong, percentages, and letter grades.  I think most of us were.

That’s why wrapping our heads around the changes is so difficult. 

When I started teaching 25 years ago, I marked all of my student’s work by adding up the things that were right and wrong.  The assignment was “out of 25,”  blank spots were marked as incorrect.  Answers either met the mark or they didn’t.   Once we’d finished the test for that topic or unit, we moved on.  Some of us had “good” marks, others did not.

At the end of the term, I would go into my gradebook, added up all the marks, find the percentage and then convert it to a letter grade.  Tests were weighted more heavily than quizzes or daily assignments.  If you handed something in late, it lost marks.  It’s a paradigm that’s super familiar to most of us.  It seems really clear.  If you got an A, that meant you learned more than the person who got the C.  It probably also meant all of your work was handed in on time, and that you used your class time wisely.

Here’s the challenge.  The curriculum is really different now.  We aren’t teaching the way we used to, so it doesn’t work to assess our learners the way we used to.

Let me use math as an example.

Instead of being focused on a list of discreet skills (Can this student subtract with re-grouping to 10 000?), the curriculum is focused on Big Ideas and Competencies (Does this student have computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers)? Letter grades and percentages don’t tell us how fluent a student is, or if they have developed the mental-math strategies required to approach problem solving in a way that lets them work through things more flexibly and creatively.

For example, in terms of computational fluency and flexibility, Grade 5 students should be:

·   using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regrouping

·   estimating sums and differences to 10 000

·   using addition and subtraction in real-life contexts and problem-based situations

·   whole-class number talks

Lessons to explore math this way look a lot different than doing equations in a textbook.  They will be working independently, and with peers, to build physical models representing these equations, or designing challenges for estimation, or building opportunities for addition and subtraction into coding lessons or a project for science class.

When we evaluate how the students are doing, we will look at how their managing the traditional equations, but we’ll also listen to how they explain things to us as teachers, and to peers as they work through the challenges and projects they tackle.  We’ll take a look at the diagrams or models they make to explain their thinking.  We’ll structure deliberate opportunities to reflect on their learning, and describe their own level of understanding.

A sample from the Ministry of Education website describing how this might look is as follows:

Knowing that this is the kind of data we are collecting, it is very difficult to convert that to a percentage or letter grade.

This is where the new reporting system comes in.

The new report cards represent a continuum of a student’s learning journey.  We define the stages as:

Emerging	Developing	Proficient	Extending
·   The student is starting to acquire skills, strategies and processes. ·   This student demonstrates an initial understanding of the concepts and competencies, but is not yet working with them independently, or applying them in other contexts. Direct adult support is required for success with these skills.	·   The student has the ability to apply the skills, strategies and processes, but still requires support. ·   The student has a partial understanding of the concepts and competencies, but is not yet independently successful with these skills.	·   The student consistently demonstrates  the required  knowledge, skills and strategies ·   The student demonstrates a complete understanding of skills, concepts and competencies, is able to apply the knowledge independently, can clearing describe their learning and understanding of the concept.	·   The student demonstrates a sophisticated knowledge of the skills, strategies and processes- both creatively and strategically. ·   There is a sophisticated understanding of the concepts and competencies.

When we describe learning in this way, “Extending” is not about bonus marks, or doing extra assignments, it’s about a deep, sophisticated understanding of the material explored in the classroom.  We are not able to say whether it is “like the old A,” or “kind of like getting a 90%” because we have measured things in a completely different way.  We look at the complete body of a student’s work around a particular concept or competency, and determine their level of independence, understanding, and application of it.   

Where assignments are missed or incomplete, we assess their learning on the basis of what we have seen-  and learning is represented in different ways.  For example, if a student is a struggling writer, but can provide a diagram, or sophisticated oral description of a process explored in a science lesson, they can receive a mark of extending for that scientific concept, even if the quality of the writing on the lab that was submitted falls more in the developing range.  In a situation such as this, their writing is marked as developing, but the curricular competencies for science are evaluated separately.

So…in a nutshell, letter grades and percentages have been replaced by a continuum.  We work with our students from whatever place they are on that continuum at the beginning of the year, and support them in growing and developing to whatever spot they are ready for next.  Being proficient means that the student is confidently, independently, successfully tackling the learning before them.  This student is able to reflect on their learning, is growing in their understanding of new concepts, and has mastered the skills needed to forward.  If a learner is Emerging or Developing in a skill, we will provide them with opportunities for extra support and practice.  If a student is Extending, they have demonstrated a sophisticated understanding, and we will provide this learner with opportunities to further their learning in that area, perhaps take on additional challenges to stretch themselves moving forward.

This approach allows us to support our children in taking more ownership of their learning, and to demonstrate their growth in a variety of ways.  The flexibility in the approach in the classroom also helps us to develop flexible graduates who are ready to tackle the changing world when they graduate.  For me, it’s an exciting time-  and I love to watch it unfold.  After all, They’re All Our Kids.

To learn more about the changing BC Curriculum, link to:  https://curriculum.gov.bc.ca/assessment/classroom-assessment-and-reporting

Mindful Listening Leadership

This fall, I've been reading Shane Safir's The Listening Leader with a group of colleagues.  The subtitle reads "Creating the Conditions for Equitable School Transformation." 

The text captured my attention right away.  It speaks to my desire to grow a collaborative, dynamic community of adults in our school as a way to increase student achievement and support school culture.  One of my favorite phrases in the whole book is in the introduction, which explains that Listening Leaders are able to "unleash unrealized energy" in their team.

My experience is that educators have a great deal of energy for the areas of practice and experience where we feel successful and empowered.  Where we have a deep, in-the-gut feeling that something we are doing with, or for, our learners, is making a real difference.  Conversely, finding the energy to tackle the things before us where we are less connected and involved is much more stressful and less inspiring.

Safir argues that leaders who adopt a Listening Mindset are better able to transform culture and release this energy.  He suggests four specific strategies to accomplish this:

Slow Down

Listen before Making Decisions

                                             

Harness the Wisdom of the Group

Distribute Leadership

                                                 
By approaching change in this super-intentional, recursive, and thoughtful way, Listening Leadership becomes a powerful driver for change.

I understood what he was talking about as I read these early chapters.  Applying it to daily practice became another story.

I had an experience with some members of my team heading into the break that really tested my understanding of these principles.  We were working through a super challenging situation with one of our very complex students.  Emotions and fatigue were running high, the student was not responding to the interventions or strategies we had in place, and the team was discouraged.

I jumped in to look for ways to support everyone.  I got a referral into our district's Inclusion Support Team, brainstormed with our Student Services teacher for ways to change things up, grabbed a few new visual tools and tweaked the student's timetable and the EA Schedule.  I hurried to get everything into the team's hands so I could help stabilize things.  I dug into my toolkit, built from all of my years supporting unique students and their teams toward success.

It was a disaster.  The strategies, even the ones that had been wildly successful for numerous other students in the past, did not improve the situation.  This young man's Classroom Teacher and Education Assistants were still frustrated.  Now they were becoming angry.  I started to feel defensive.

Two things happened that shifted my stance from defensiveness to something more open.  To nudge me from the feeling I had to hurry, to find all of the answers and allow me to be ready and able to listen for the ideas, emotions, and other information, that were needed to find our way through this difficult period.

The first was a conversation with a courageous colleague who laid it all out for me.  She identified exactly how she was feeling as a result of some of the decisions that I had made, and shared some key information about the situation with this learner that I was unaware of.  While I didn't agree with everything she said, it was an open dialogue that re-framed my perspective, and helped to shift the direction things were taking.

The second was observing the way that our Inclusion Support team interacted with the student's teacher when they visited our site.  They asked a ton of questions, about the challenging situation, strengths and interests of the student, the rhythm of the classroom, the student's needs, the adults' needs.  Every single question was one I knew to be critically important.  In hindsight, I realized that some were questions I had already made up answers to without checking to see how accurate my assumptions were.

I have worked in the area of student support for many years.  I have lots of knowledge about how to support highly complex learners, how to individualize programs, how to create visual supports and structured routines.  And a lot of the time, I believe I know how to listen and work with my team.  In reflecting on how this situation got to be so complicated and stressful, I  realized that I had been focusing on the TOOLS, not the PEOPLE who needed to use them.

Thanks to the perspective afforded to me through slowing down long enough to really listen,  to share the leadership, to harness ideas from everyone involved, we headed into Christmas break in a much better place.  We have some new tools and routines ready to go for the new year, and resource people coming to help us implement them.  We had a productive team meeting before heading off, I feel like we've mended some of the strained relationships and I'm hoping my efforts to really listen to everyone have allowed me to tweak some of our other structures and routines moving forward, so that we really can slow down and be super intentional moving forward.

Safir argues that to really do this well, Mindful Listening needs to occur with a bias toward action.  In reading a little more of this text over the break, that piece has landed as a bit of a "New Year's Resolution" for me.  My action step is going to be focusing on his metaphor of "watering for deep roots."  Safir argues that "strategic listening [can] create the mental space that can lead to more thoughtful action."

I believe I know how to leverage some of these strategies with the "big picture" stuff-  I feel good about the work we did in creating a school vision statement, planning for PLCs, building our tiered support structures by reflecting on student data.  What I learned through this experience is that it's much harder to do when emotions are running high in a crisis situation.  The irony of that is this is that mindful listening has the potential to stabilize things much faster and more effectively than digging in and handing over tools without real consultation.

Fortunately, Safir has a suggestion in this regard, as well.  If I had followed the three steps of Mindful Listening, I would have created the space I needed to navigate things in a much different way.  Being strategic and aware in approaching collaboration-  whether it's for a whole-school initiative, or problem solving with only a few members of the team, it's important to:

1. Look in the mirror....reflect on your own role and interactions.
2. Step into the other person's shoes...no matter how different their perspective, the individual involved has life experiences, information, emotions that need to be considered in moving forward...begin with a bit of empathy.
3.  Step up onto the balcony....take on the stance of a neutral observer watching your interactions with others during the discussion

This situation was an important reminder that our whole team wants what's best for our students, and that the real power to support our learners lays in our collective wisdom.   After all, They're All Our Kids.  

Being Passionately Curious

I saw this on Twitter this morning, and I can't stop thinking about it.  When I went searching for the post so that I could take this screenshot, I saw other examples of it-  but this image with the wings captures my thinking better than any of the other "inspirational picture quote" versions I came across.

I love the vibrancy of this image.  I love that interwoven into this vibrancy is a diverse set of images that span a large cross-section of interests and abilities, thoughtfully interwoven and layered to create movement and energy.  Possibility. 

I think I take issue with it just a little bit-  to me, being Passionately Curious is a special talent.  In fact, I believe the art of nurturing oneself, and others, toward being passionately curious is the most special talent of many educators.  It's what we do when we engage everyone in exploration and foster the sense of wonder the compels all of us to keep reflecting and learning even when the lesson is complete.

It's the bit of bird's nest that comes in after we've looked at habitats in science class.  It's the toppling, sticky-taped, toilet-roll-and-bent-straw ramp that shows up after we've talked about forces and gravity.  It's the outlandish-but-interesting connection that someone offers during lit circle that we keep talking about all week.  It's the Reggio Inspired primary program that has little ones building, creating, inventing.  It's inquiry, and maker-space, and innovation and problem-based learning. 

But it's not just for our kids.  It's for us, too.  It's finding ourselves in deep in the cupboard looking for solo cups or shimmering elastic thread because the perfect community building lesson dawned on us when we woke up at 3 in the morning still thinking about yesterday.

It's the gathering of 2-3 colleagues to plan a special activity, or outing, or buddy project because we're all excited about the same thing.  It's also the energy that builds after reflection on student work samples, or assessment data, and we begin moving forward as a school team in crafting an approach to help propel our leaners to the just-right next place.

I'm not the first person to be inspired by this notion.  A bit of a websearch around this idea landed me some pretty interesting websites to explore almost instantly-  check out the Passionately Curious Kindergarten, the work being done at UBC regarding Transformative Educational Leadership.  or even the goings-on at Science World.

It's such a fantastic time to be a BC Educator.  Embracing a competency-based approach with open-ended exploration is the very best way to be passionately curious students and adults.  Every day, I am blessed to wander throughout my building and hear the buzz of learners and teachers co-creating learning opportunities and exploring ideas together.  It's pretty special to be passionately curious as a community.  And it works. Our learners move forward together when we engage them in what they are curious about as individuals.  Good thing, because They're All Our Kids!