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10 questions for better feedback on teaching

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10 questions for better feedback on teaching

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10 Questions For Better Feedback on Teaching

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Students need to lead the classroom, not teachers | Katherine Cadwell | TEDxStowe

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Organizational Health and Robust School Vision

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Organizational Health and Robust School Vision

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GEORGETOWN, Del. - On a recent Thursday morning, when most of their peers were busy prepping for the day, a dozen teachers and staff at Delaware's Sussex Tech High School sat down to talk about race.

The group was discussing Chapter 2 of scholar Robin DiAngelo's "White Fragility: Why It's So Hard for White People to Talk about Racism."

Lynne Banning, an administrative assistant to the principal, said she was surprised to read that racial biases begin in preschool. At the elementary school she worked at before Sussex Tech, kids of all races played together, she said. "I don't see racism at that age," said Banning, who is white.

More than a third of the students at Sussex Tech are students of color, but close to 90 percent of its teachers are white, a mismatch evident in many high schools today.

"It absolutely happens," said Spanish teacher Valarie Dacius, who is biracial. "I think it's because you're white." Dacius then told her own story about growing up in predominantly white Bel Air, Maryland, one of three kids of color. "We were made very aware we were different," she said. "We were excluded."

Each of the women was speaking her truth, and that was the point. By sharing their experiences and perspectives, even when it's awkward, the members of the school's "equity team" hope to better understand one another - and their students. More than a third of the students at Sussex Tech are students of color, but close to 90 percent of its teachers are white, a mismatch evident in many high schools today.

In the long run, the group hopes to persuade the administration to hire more faculty and staff of color, said Dontez Collins, a math teacher and the group's co-leader. But for now, it's focused on training existing educators to become more "culturally responsive," representing diverse cultures and frames of reference in their teaching.

There's an urgency to the equity team's work: Sussex Tech's students of color have lagged behind their white peers on multiple measures of academic achievement. And the team's efforts have gotten some traction: The school district just approved a strategic plan that calls on staff to "ensure a learning environment that respects cultural diversity." The new superintendent, Stephen Guthrie, has tasked the equity group with reviewing the district's policies, procedures and practices, with an eye toward equity.

"Teachers need to understand how students' perspectives may be radically different than their own, and how that affects their learning," said Guthrie. "It's our responsibility to students."

As schools seek to better serve an increasingly diverse student population and close racial achievement gaps, Sussex Tech offers a case study in culturally responsive practice. Its experience shows how committed educators can create classrooms where all students feel respected and included. But it also shows how hard it can be to change the culture of a school - and the mindsets of its teachers.

"Some people don't think we have an issue with race at all."

When the school held a mandatory seminar last fall to discuss the impact of race on student learning, some teachers and staff walked out, accusing the school of sowing division between teachers.

"Some people don't think we have an issue with race at all," said Deangello Eley, a 1999 graduate of Sussex Tech who now teaches criminal justice at the school.

Challenged to confront their cultural biases, some teachers and staff got defensive, attendees said. Others questioned the purpose of the exercise, according to school principal John Demby, who said he wishes he'd done a better job of explaining the "why" ahead of time.

After the training erupted into controversy, some teachers requested a follow-up conversation. When it didn't materialize, misperceptions and resentments festered, those teachers said.
Related: We need more black and brown teachers but not for the reasons you think
Sussex Tech isn't the first school to wrestle with the challenges of becoming more inclusive. The theory behind culturally responsive teaching - that students learn best in schools that honor and reflect their cultures and worldviews - has been around for at least a couple of decades.

But there's still not much agreement about what constitutes culturally responsive teaching. In practice, it can be as complex as conversations about white privilege or as simple as hanging up posters of black scientists and including Hispanic names in test questions.

"Teachers need to understand how students' perspectives may be radically different than their own, and how that affects their learning. It's our responsibility to students."

There's more consensus about what it is not: a checklist, or an annual celebration, like Black History Month. It has to be woven into the curriculum, across the subjects.

To Virginia Forcucci, an English teacher and the equity team's other co-leader, culturally responsive teaching starts with knowing your students - and yourself. You have to understand where your students are coming from, and you have to interrogate your own biases, however uncomfortable that may be.

Then, she says, you have to create a climate in which students can discuss race and equity candidly. She's established four ground rules for the classroom and the equity team, based on activist and entrepreneur Glenn Singleton's "Courageous Conversations About Race" model: speak your truth; expect discomfort; accept non-closure; and stay engaged.

In a recent creative writing class, Forcucci's students talked about how the media often portrays people of color as dangerous or as thugs. Koby, an 11th grader who is white and wants to become a cop, argued that police officers are villainized, too.

His classmate Michelle, who is half black, but is often assumed to be white, was skeptical. "The reality is that black people are being killed by police officers," she said.

"I don't think all cops are villains," said Brittany, who is black. "But my dad taught me when I was little that when a cop comes to our car, we have to be careful. You won't ever understand how cautious we have to be."

"We need to realize how good we have it," added Michelle, with passion.

"I shouldn't have said anything," said Koby.

"No, you must, because if you don't, we can't change the system," Forcucci urged. "If we're going to talk about race, everyone has to be talking."

"I'm worried I'm going to say something and people will say I'm racist," Koby confided.

Difficult, and sometimes uncomfortable, conversations like this one are the norm in Forcucci's English classes. Tall and thin, with the beachy blonde waves and bronze skin of someone who lives near Delaware's coast, Forcucci exudes energy and passion for her work. The 2018 Delaware teacher of the year, she has become a regional leader in the effort to expand culturally responsive teaching, and she pushed for last fall's mandatory training.
Related: Teachers go to school on racial bias
Support for such practices appears to be growing. All 50 states have incorporated some aspects of culturally responsive pedagogy into their professional teaching standards, according to a recent analysis by the New America Foundation.

But only two states - Alaska and Washington - have stand-alone standards that specify the knowledge and skills crucial to culturally responsive teaching, according to the New America report. Most states "do not yet provide a description of culturally responsive teaching that is clear or comprehensive enough to support teachers" throughout their careers, the analysis found.
Related: Access does not equal equity
That may be partly because policymakers aren't sure what effective practice looks like. While some studies have linked culturally responsive teaching to improvements in attendance and academic achievement, "We still don't have the clear, causal evidence base to say, 'if a teacher does this, then we will see this learning outcome,' " said Saroja Warner, a director with the consulting group WestEd who works with the mid-Atlantic states on culturally responsive practices. She hopes the New America report, which identifies eight "common competencies" of culturally responsive educators, will provide a template for states seeking to define the practice, "so they don't have to start from scratch."

In the meantime, experiments in culturally responsive practice are playing out in classrooms like Forcucci's creative writing class, where on a recent Thursday Forcucci read aloud her student Michelle's short story "Privilege," her voice cracking often with emotion. In the story, a white narrator describes a scene in a coffee shop in which a middle-aged white man lets a light-skinned girl go ahead of him in a line, but reacts angrily when her black father tries to join her, accusing him of cutting.

It's a story about the everyday slights suffered by people of color, and it's based on similar experiences Michelle has had with her father, who is black.

"If we're going to talk about race, everyone has to be talking."

When she finished reading, Forcucci asked the class why it's significant that the narrator is white.

"Because [white] people have the power to say something, and they don't," said Katasia, who is black. "They just sit and watch."

Caroline, who is white, raised her hand. "Brittany is my best friend," she began, then broke down, crying. Brittany and Michelle hurried to her desk and embraced her.

When she regained her composure, Caroline started over, telling the class about how, recently, an older woman was beeping her horn angrily at Brittany, "and there was nothing I could do." She starts crying again.

Forcucci asked Brittany if she would have wanted Caroline to intervene.

"No," she said. "I wanted her to stay out of it.

"I knew what would go down if I said something," Brittany said. "She was an older white woman."

Forcucci won't be teaching creative writing next year; her husband, who is also an English teacher, will. But she will be leading a new class on social justice; already, 111 students have signed up - enough for five sections.

Most classrooms at Sussex Tech don't look or sound like Forcucci's, students said. Some teachers still aren't familiar with culturally relevant practices, said Karli, this year's valedictorian; others "aren't ready for it."

Teachers and administrators here acknowledge lingering tensions over last fall's seminar. Colleagues who used to greet Forcucci with a friendly hello now leave the school's copy room when she enters, she said.

Guthrie, the superintendent, thinks part of the problem was the top-down nature of the training. He hopes letting teachers lead, through the equity team, will lessen the resistance to change.

"If you try to force-feed people, it won't work," he said. "If you try to say there is a problem when they don't perceive one, you're not going to get anywhere. You have to help people come to their own understanding, in their own time."

Eley, the criminal justice instructor, said he's glad the new administration is taking equity seriously.
This story about Sussex Tech was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger's newsletter.
"I feel like I'm finally being seen," he said, adding that "it feels funny to say that at age 38.

"If I've felt that, what do you think our kids feel?"

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A high school educates teachers on culturally responsive practices, but not everyone is on board

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Get important education news and analysis delivered straight to your inbox GEORGETOWN, Del. - On a recent Thursday morning, when most of their peers were busy prepping for the day, a dozen teachers and staff at Delaware's Sussex Tech High School sat down to talk about race.

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How the world's most improved school systems keep getting better

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How the world's most improved school systems keep getting better

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How does a school system with poor performance become good? And how does one with good performance become excellent? These were the questions policymakers and education leaders asked us in the wake of our 2007 report How the world's best performing school systems come out on top, in which we examined the common attributes of high-performing school systems.

In this new report, How the world's most improved school systems keep getting better (PDF-4.5MB), we attempt to answer these questions. We analyzed 20 systems from around the world, all with improving but differing levels of performance, examining how each has achieved significant, sustained, and widespread gains in student outcomes, as measured by international and national assessments. Based on over 200 interviews with system stakeholders and analysis of some 600 interventions carried out by these systems-together comprising what we believe is the most comprehensive database of global school system reform ever assembled-this report identifies the reform elements that are replicable for school systems elsewhere as they move from poor to fair to good to great to excellent performance.

The systems we studied were: Armenia, Aspire (a US charter school system), Boston (Massachusetts), Chile, England, Ghana, Hong Kong, Jordan, Latvia, Lithuania, Long Beach (California), Madhya Pradesh (India), Minas Gerais (Brazil), Ontario (Canada), Poland, Saxony (Germany), Singapore, Slovenia, South Korea, and Western Cape (South Africa).

Would you like to learn more about our Social Sector Practice?

The report's findings include the following eight highlights:

Rethinking 101: A new agenda for university and higher education system leaders?

1. A system can make significant gains from wherever it starts-and these gains can be achieved in six years or less. Student outcomes in a large number of systems have either stagnated or regressed over the last ten years. However, our sample shows that substantial improvement can be achieved relatively quickly. For instance, Latvian students in 2006 demonstrated performance that was half a school-year advanced to that of students in 2000. In Long Beach, six years of interventions increased student performance in grade four and five math by 50 percent and 75 percent respectively. Even systems starting from low levels of performance, such as Madhya Pradesh in India, Minas Gerais in Brazil, and Western Cape in South Africa, have significantly improved their literacy and numeracy levels within just two to four years, while making strides in narrowing the achievement gap between students from different socioeconomic backgrounds. Improvement can start from any student outcome level, whatever the geography, culture, or income.

2. There is too little focus on "process" in the debate today. Improving system performance ultimately comes down to improving the learning experience of students in their classrooms. School systems do three types of things to achieve this goal-they change their structure by establishing new institutions or school types, altering school years and levels, or decentralizing system responsibilities; they change their resources by adding more education staff to schools or by increasing system funding; and, they change their processes by modifying curriculum and improving the way that teachers instruct and principals lead. All three of these intervention types-structure, resources, and process-are important along the improvement journey. The public debate, however, often centers on structure and resource due to their stakeholder implications. However, we find that the vast majority of interventions made by the improving systems in our sample are "process" in nature; and, within this area, improving systems generally spend more of their activity on improving how instruction is delivered than on changing the content of what is delivered.

3. Each particular stage of the school system improvement journey is associated with a unique set of interventions. Our research suggests all improving systems implement similar sets of interventions to move from one particular performance level to the next, irrespective of culture, geography, politics, or history. For example, the interventions undertaken by Madhya Pradesh (India), Minas Gerais (Brazil), and Western Cape (South Africa) on the path from poor to fair performance have striking similarities. There is a consistent cluster of interventions that moves systems from poor performance to fair, a second cluster of interventions does the same from fair performance to good, a third cluster from good performance to great, and yet another from great performance to excellent. For example, systems moving from fair performance to good focused on establishing the foundations of data gathering, organization, finances, pedagogy, while systems on the path from good performance to great focused on shaping the teaching profession such that its requirements, practices, and career paths are as clearly defined as those in medicine and law. This suggests that systems would do well to learn from those at a similar stage of the journey, rather than from those that are at significantly different levels of performance. It also shows that systems cannot continue to improve by simply doing more of what brought them past success.

4. A system's context might not determine what needs to be done, but it does determine how it is done. Though each performance stage is associated with a common set of interventions, there is substantial variation in how a system implements these interventions with regard to their sequence, timing, and rollout-there is little or no evidence of a "one-size-fits-all" approach to reform implementation. Our interviews with system leaders suggests that one of the most important implementation decisions is the emphasis a system places on mandating versus persuading stakeholders to comply with reforms. For example, while all improving systems make substantial use of data to inform their reform programs, only a subset of our sample systems translate this into quantitative targets at both school and classroom level, and then share this information publicly (US, England, Canada, Madhya Pradesh, and Minas Gerais). In contrast, Asian and Eastern European systems refrain from target-setting and only make system-level data available publicly. Instead, they prefer to share performance data with individual schools, engaging them in a private dialogue about how they can improve. The systems we studied have adopted different combinations of mandating and persuading to implement the same set of interventions. For example, a system will tend towards persuasion when there are stark winners and losers as a result of the change, it can afford a longer implementation timeline, the desired change is not a precursor for other changes, the system and national leadership is at a tenuous moment of credibility and stability, and/or the historical legacy of the nation makes enforcement of top-down decisions difficult.

5. Six interventions occur equally at every performance stage for all systems. Our research suggests that six interventions are common to all performance stages across the entire improvement journey: building the instructional skills of teachers and management skills of principals, assessing students, improving data systems, facilitating improvement through the introduction of policy documents and education laws, revising standards and curriculum, and ensuring an appropriate reward and remuneration structure for teachers and principals. Though these interventions occur at all performance stages, they manifest differently at each stage. Taking the example of teacher training, for instance: while Armenia (on the journey from fair to good) relied on centrally-driven, cascaded teacher training programs, Singapore (on the journey from good to great) allowed teachers flexibility in selecting the topics that were most relevant to their development needs.

6. Systems further along the journey sustain improvement by balancing school autonomy with consistent teaching practice. While our study shows that systems in poor and fair performance achieve improvement through a center that increases and scripts instructional practice for schools and teachers, such an approach does not work for systems in "good" performance onwards. Rather, these systems achieve improvement by the center increasing the responsibilities and flexibilities of schools and teachers to shape instructional practice-one-third of the systems in the "good to great" journey and just less than two-thirds of the systems in the "great to excellent" journey decentralize pedagogical rights to the middle layer (e.g. districts) or schools. However, in parallel, the center mitigates the risk of these freedoms resulting in wide and uncontrolled performance variations across schools by establishing mechanisms that make teachers responsible to each other as professionals for both their own performance and that of their colleagues. For example, these systems establish teacher career paths whereby higher skill teachers increasingly take on responsibility for supporting their juniors to achieve instructional excellence first within the school, then across the system. These systems also establish collaborative practices between teachers within and across schools that emphasize making practice public-such as weekly lesson-planning for all teachers in the same subject, required lesson observations, and joint-teaching-that serve to perpetuate and further develop the established pedagogy. Although teachers receive 56 percent of all support interventions in our studied systems, they receive only 3 percent of accountability interventions. In other words, collaborative practice becomes the main mechanism both for improving teaching practice and making teachers accountable to each other.

7. Leaders take advantage of changed circumstances to ignite reforms. Across all the systems we studied, one or more of three circumstances produced the conditions that triggered reform: a socioeconomic crisis; a high profile, critical report of system performance; or a change in leadership. In 15 out of the 20 systems studied, two or more of these "ignition" events were present prior to the launch of the reform efforts. By far, the most common event to spark the drive to reform is a change in leadership: every system we studied relied upon the presence and energy of a new leader, either political or strategic, to jumpstart their reforms. New strategic leaders were present in all of our sample systems, and new political leaders present in half. Critically, being new in and of itself is insufficient for success-these new leaders tend to follow a consistent "playbook" of practices upon entering office to lay the foundations for their improvement journey.

8. Leadership continuity is essential. Leadership is essential not only in sparking reform but in sustaining it. Two things stand out about the leaders of improving systems. Firstly, their longevity: the median tenure of the new strategic leaders is six years and that of the new political leaders is seven years. This is in stark contrast to a norm: for example, the average tenure for superintendents of urban school districts in the US is just three years; the average tenure of education secretaries in England just two years; similarly, that of education ministers in France is two years. Secondly, improving systems actively cultivate the next generation of system leaders, ensuring a smooth transition of leadership and the longer-term continuity in reform goals. This second observation lies at the heart of how a handful of our studied systems (e.g. Armenia, Western Cape, Lithuania) have managed reform continuity despite regular changes of political leadership. The stability of reform direction is critical to achieving the quick gains in student outcomes outlined above.

The fundamental challenge school system leaders face is how to shepherd their system through a journey to higher student outcomes. This journey is all the more complex because system starting points are different, contextual realities vary, and system leaders face multiple choices and combinations of what to do along the way-a single misplaced step can result in system leaders inadvertently taking a path that cannot get them to their desired destination. While there is no single path to improving school system performance, the experiences of all the 20 improving school systems we studied show that strong commonalities exist in the nature of their journeys. This report outlines the aspects of these journeys that are universal, those that are context-specific, and how the two interact. We hope these experiences benefit school systems around the world in navigating their own path to improvement.

Download the full report on which this article is based, How the world's most improved school systems keep getting better (PDF-4.5MB).

About the author(s)

Michael Barber is an alumnus of McKinsey's London office, Chinezi Chijioke is an alumnus of the Johannesburg office, and Mona Mourshed is a director in the Washington, DC, office.

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How the world's most improved school systems keep getting better

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How does a school system with poor performance become good? And how does one with good performance become excellent? These were the questions policymakers and education leaders asked us in the wake of our 2007 report How the world's best performing school systems come out on top , in which we examined the common attributes of high-performing school systems. In this new report, How the world's most improved school systems keep getting better (PDF-4.5MB), we attempt to answer these questions.

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Students have a cellphone in their heads

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Students have a cellphone in their heads

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There’s a Cell Phone in Your Student’s Head

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A 2017 study found that cell phones that were turned off and stashed away silently reasserted themselves—distracting working students anyway.

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School leader in this ever changing world

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School leader in this ever changing world

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IB Leadership intelligences - literature review

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IB Leadership intelligences - literature review

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"How do you judge a person on one bad act that they do and what should be the parameters?" This ethical question formed the center of a thoughtful, deep discussion about an email from the school administration asking teachers to tell students not to "like" a YouTube video posted by a comedian who had been accused of making anti-Semitic statements.

"The kids were so thoughtful in what they said," reflects Rana Hafiz, the veteran math teacher and former administrator who took time to engage her students in this ethical discussion. "I would hate to think about only their mathematical ability, whether they could solve a trig problem or not," she adds.

The conversation was meaningful and productive, but unfortunately, the administration at the Connecticut middle school where Hafiz currently teaches hadn't actually asked her to facilitate it. Nor had they carved out time for her to do so. Instead, Hafiz made an impromptu decision to take time to engage students in discussion after relaying the administration's concern about students' YouTube behavior, and noticing that her students were hungry to explore the issue further.

Hafiz has been thinking about what it means to educate the whole child for many years. Her middle school has a mission that reflects many values related to serving the whole learner, including global citizenship, social responsibility, collaboration and emotional well-being. Hafiz's school even has a formal partnership with Yale's Center for Emotional Intelligence through which teachers participate in professional development workshops.

But for Hafiz, these efforts aren't enough. Though her school's mission statement articulates a focus on values she cares about, and her district claims enthusiasm about whole child education, something is getting lost in translation. The words haven't led to a change in instructional approach or the values and outcomes that her school community prioritizes. "It doesn't really impact the work that we do in the classroom," Hafiz explains.

Her school still has a strong culture of academic grading and families have high expectations around academic outcomes. As a result, although whole child education is presented as a core element, success is still defined and communicated to students and families as primarily academic.

In a community that views gaining acceptance to an elite college as the most important marker of success, Hafiz explains that it's next to impossible for most educators to carve out time to have discussions like the one she had with her students.

According to Hafiz, serving the whole child means "supporting students in actually thinking about the world as a whole," and figuring out how they can contribute to it. In her view, setting students up to succeed academically is only one dimension of whole child education.

For her, a true embrace of whole child education would involve a reimagining of how the school defines and communicates student success. But she teaches in a system where parental expectation and community norms see academic achievement as the ultimate goal of instruction. Serving the whole child is seen as a secondary objective without a clear and direct relationship to student success. It's a nice-to-have.

This difference between how Hafiz understands the term "whole child education" and how her school currently implements programming around serving the whole learner has led Hafiz to feel unsupported in her teaching practice.

She is not alone.

Over the last year, EdSurge Research has been working on a project to understand how educators are shifting practice to reach all learners. For this project, we convened and facilitated Teaching and Learning Circles-local educator gatherings-in 22 cities around the country; published 60 stories of changing practice by both practitioners and reporters; and surveyed and interviewed hundreds of educators about their experience. ( Learn more about this EdSurge Research project.)

Across all of these activities, we found many educators who shared Hafiz's understanding of whole child education. But we also found educators who had different perspectives. While educators saw whole child as important, there was significant variation in how they defined it.

A Range of Definitions for the Term "Whole Child Education"

From fall 2018 through spring 2019, EdSurge Research conducted a survey of 115 educators who registered for Teaching and Learning Circles in locations around the country and educators universally told us that whole child education was important and relevant to their work. It's no surprise that the respondents-all of whom who had voluntarily registered for an event about whole child education-all selected "important" over "unimportant" and "relevant to my work" over "irrelevant to my work" when asked which word or phrase better described their view of whole child education.

What was more surprising, however, was the fact that these educators had different interpretations of whole child education. For some, serving the whole child was about a particular type of instruction or learning outcome, while for others, it was about creating environments that are conducive to learning.

We asked survey respondents to define the term "whole child education" in their own words and categorized the 78 responses into four primary definition groups (see Figure 1).

EdSurge Research

The first and second definitions-together comprising about 72 percent of responses-both relate to practices that are explicitly designed to produce better learning outcomes across academic and non-academic areas.

The third and fourth definitions-comprising about a fourth of responses-focus on creating conditions and environments that form the basis for improved learning outcomes. These definitions included language about helping students feel safe, supported and nurtured.

These definitions are not necessarily in conflict or mutually exclusive. In follow-up interviews, educators explained that they embraced multiple interpretations. But the distinguishing factors are also telling and important.

Why Educators' Perceptions Matter

While analyzing the survey data, we found no relationship between the definition educators provided and whether they believed whole child education to be easy or difficult to support. Nor did we find a correlation between the definitions and how supported educators felt by their school communities to integrate whole child approaches into teaching and learning practice.

Instead, how educators defined the term told us more about how they view the purpose of serving the whole learner, and therefore, how they understand their related role and responsibilities. For example, educators who view the purpose as helping students-particularly those who have not yet been able to reach their full potential-achieve better academic outcomes, may see their role as more focused on adapting their instructional techniques and curricular tools to reach different types of learners. Educators who see the purpose as supporting learners in developing character traits and skills that help them contribute to making their communities better places to live, may be more focused on using classroom time to devote time to activities and discussions that don't have immediate impact on academic outcomes.

The way educators define whole child education and how they perceive their role and responsibilities when it comes to supporting the whole learner impacts the kind of support necessary from administrators, colleagues and other members of the learning community. Hafiz-the Connecticut teacher who engaged her students in a discussion about whether and how to confront prior hateful statements by a YouTube star-wished that she had more support from her administration in carving out dedicated time and space to engage students in a deep conversation about ethical behavior. For her, professional development workshops on whole child education from Yale weren't enough.

An educator who sees whole child education as closely related to personalized learning and who perceives it as a style of teaching that acknowledges each student's unique circumstances, may need more one-on-one time with students, better coordination with a family engagement coordinator or training in using edtech products for differentiation.

Whole child education was universally important to the educators involved in our research project. But there wasn't a universal definition or interpretation of whole child education that surfaced. That matters because the way educators understand whole child education and how they perceive their related roles and responsibilities impact how school communities can best support educators interested in integrating whole child approaches in their teaching.

It also suggests that hearing educator voices is critical for the research community. Without those voices, researchers risk talking past the very audience that they're helping to serve.

Want to learn more about this research project? Visit our project page and download our report:
Download Report

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Educators Don't Agree on What Whole Child Education Means. Here's Why It Matters. - EdSurge News

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"How do you judge a person on one bad act that they do and what should be the parameters?" This ethical question formed the center of a thoughtful, deep discussion about an email from the school administration asking teachers to tell students not to "like" a YouTube video posted by a comedian who had been accused of making anti-Semitic statements.

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What 60 Schools Can Tell Us About Teaching 21st Century Skills: Grant Lichtman at TEDxDenverTeachers

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Approaches to Learning: enable learning improvement through the practise of ATL Skills

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Top 10 Reasons FINLAND Has the World’s Best SCHOOL SYSTEM

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Principal as Leader Learner: It Begins with Self-Awareness - MESPA Speaks by Tracy Reimer

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ATL: The Big Picture - overview of designing an ATL skills programme by Lance G King

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Black Box Thinking: The Surprising Truth About Success - Google Search

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Developing leaders for an IB World School

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Developing leaders for an IB World School

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What Does a 21st-Century Learner Look Like?

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Spread the loveIn this educational landscape, it seems en vogue to use buzzwords like 21st-century learners to describe students that are "future ready." However, when you ask an educator or administrator to explain the characteristics of a 21st-century learner, all of a sudden they draw a blank.

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Feed your teachers - so they won't et the kids!

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Feed your teachers - so they won't et the kids!

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Feed the Teachers so They Don't Eat the Kids - MESPA Speaks by Karen Keffeler

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International schools throughout Asia were once somewhat of a rarity. From less than a dozen such schools in each country a decade or so ago, Thailand now has over 172 international curriculum schools, Malaysia has 142, Japan 233, and Singapore around 63, according to research by the International School Consultancy.

This exponential growth has been fuelled by a recognition of the outstanding results and exceptional quality of education these institutions are providing. As more and more students graduate, the benefits are evidenced in their achievements and the competency and confidence they carry with them.

International schools have long been hailed for cultivating graduates with a cultural appreciation and global outlook to the world, skills that have become increasingly valuable in out ever increasingly globalised world, but they also provide exceptional co-curricular activities and experiences the likes of which are rarely seen in local schools.

From ski trips in the Alps, to Model United Nations projects; this exposure to diverse opportunities allows students to discover their potential and develop leadership skills and confidence that will last a lifetime.

To let these qualities shine, students need a school that challenges them while providing a safe and encouraging environment to fail. It's all a learning process and leadership is no different. With the right encouragement and practical experience, the high school students you see now can grow to be the next pivotal leaders of the future.
Here are 5 international schools in Asia that are shaping the leaders of the future...
Committed to women's empowerment and inspiring passion, this South Korea-based girls boarding and day school is nurturing young female leaders with a global perspective and socially conscious approach to their futures.

Sister school to the renowned Branksome Hall Canada, the challenging education program believes in developing leaders through service and allowing students to explore their own unique talents both in and out of the classroom.

The unique CASE ( Creativity, Action, Service and Enrichment) activities allow students to step outside of their comfort zone and take risks, knowing that they have the full support of the Branksome Hall Asia community behind them.

Covering the International Baccalaureate (IB) curriculum from Junior School right through to Senior School, the School has an exemplary record for academia. Their commitment to holistic education means Branksome Hall Asia graduates leave with exceptional academic achievements as well as a deeper understanding of themselves and a deep-seated confidence that lasts through life.

And the results are tangible; a remarkable 100 percent of 2017 Graduates received offers to the world's top 100 universities.
CONCORDIA INTERNATIONAL SCHOOL SHANGHAI - CHINA
As a leading international school in China, Concordia International School Shanghai sets the bar for excellence and brings out the same in its students.

At Shanghai's premier American school, the emphasis is placed on finding a unique balance. Students are challenged to explore a broad range of activities, from academics and service to fine arts and athletics, all with the intention of helping them develop their individual interests. Once they have identified their passions, the opportunities to delve deeper are unrivalled.

Through Applied Learning courses, students get to explore their area of interest and appreciate its real-world applications while gaining valuable experience that further fuels the confidence they gain from doing something they love.

Recognizing that the world is changing, Concordia International School Shanghai ensures their students have opportunities to make a positive impact on the world and people around them. Innovative courses, such as Social Entrepreneurship and Applied Global Development equip students with essential skills for the modern world while allowing them to explore effective solutions to real-life problems.

Empowered to take charge of their own educational pursuits, students develop a sense of leadership and accountability. The wealth of both the academic and co-curricular variety offered means graduates develop a well-rounded approach to learning and to life.

Ruamrudee International School (RIS) was founded in 1957. Sixty years later, it continues to be a model of excellence and innovation in global education, offering a robust modified American curriculum stewarded by a teaching staff rich in expertise, creativity, and compassion.

RIS nurtures the minds, hearts, and hands of its students from PreK 2-Grade 12. IB Diploma Program and AP students score far above world averages and attend the most prestigious universities worldwide. Students at RIS excel not only in the classroom but through leadership activities such as World Scholar's Cup, Model United Nations, Duke of Edinburgh Award, History Bowl, and the National Honor Society.

RIS has a vibrant performing and visual arts curriculum, many service-learning opportunities, and one of the largest athletic programs of any international school in Southeast Asia. Students who live on the school's 29-acre clean-air campus enjoy a comfortable and supportive community and use of its state-of-the-art facilities.

As it has been for the last 60 years, RIS' goal is to develop creative, compassionate, critical thinkers who are committed to leading happy, healthy lives while helping others to do the same. And this is why RIS students continue to forge lasting, positive legacies for the world.

Jerudong International School places leadership right at the heart of what they do. As one of their six school-wide learning goals, opportunities to grow and perfect leadership skills abound throughout the curriculum.

Along with their other goals (Thinking Skills, Integration, Active Engagement, Participation and Language), students earn points for exhibiting traits of leadership. In a unique and inventive programme, each point is matched by a donation from the school to purchase a polio vaccine, which are sponsored by the company Aetna. This rewarding and novel approach means students see their behaviour making a tangible and significant change for good in the world and encourages them to strive harder and higher.

This idea of students taking control of their own destiny is central to what they do at JIS. Rather than teach leadership skills, they let the students discover them for themselves. The pupils are integral to the running of the school and have a say in how things are done; from running school assemblies, to organising the recycling program, leading charity projects, and overseeing the 10,000m2 Outdoor Discovery Centre to facilitate scientific research and run workshops.

ISHCMC takes learning beyond the classroom to nurture creative, inquisitive thinkers and confident, versatile young adults.

Through their collaborative and practical learning approach, students are challenged to push themselves beyond their goals and expectations. This enthusiasm is echoed in the faculty who encourage testing your mettle while also nurturing a safe and caring environment in which students feel safe to test their limits, both in academia and in a wealth of after school activities.

Students' emotional wellbeing is central to the ISHCMC ethos and is woven throughout the curriculum as part of the Positive Education Model and the Happiness and Wellbeing initiative. All students also engage in ten minutes of mindfulness each day to keep stress at bay.

This culture of support enables students to reach their full potential and become independent and self-reliant individuals.

As the first and most established International School in Ho Chi Minh City, the School has developed their IB programs to form a solid foundation for preparing students for the challenges posed by the 21st century. Incorporating technology in learning and instilling in their students a truly global perspective works towards generating tech-savvy graduates who will easily excel in today's modern workplace.
*Some of the institutions featured in this article are commercial partners of Study International
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Branksome Hall Asia: Where dreams become reality Jerudong International School: Scholarships that inspire success

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5 International Schools in Asia that are shaping the leaders of the future - Study International

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International schools throughout Asia were once somewhat of a rarity. From less than a dozen such schools in each country a decade or so ago, Thailand now has over 172 international curriculum schools, Malaysia has 142, Japan 233, and Singapore around 63, according to research by the International School Consultancy.

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*Here is a resource to describe this method that I found... -Cathi

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Harkness refers to a method of teaching that was developed in the 1930s at the Phillips Exeter School in New Hampshire. The philanthropist Edward Harkness challenged Exeter with an offer: he would make a sizable donation of money to the school if they could originate and implement a radically student-centered method of teaching, and then use this method in all classes. After having their first proposal rejected by Mr. Harkness as "not radical enough," Exeter eventually committed to moving away from the traditional model of teaching in which the teacher lectures information to students, the students copy the information onto paper, and later, the "regurgitate" the previously instructor-fed information back onto tests and essays. In a Harkness class learning takes place through discussions held around a circular "Harkness Table." Sitting at the table, all members of the class must question, contribute, and contemplate in order to learn and succeed. Today all classes at Exeter, from English Literature to Algebra, from African History to Chemistry, are held around Harkness tables and use the Harkness method of learning.

Why Harkness?

Of the many different arguments in favor of the method, the most important may be that it goes beyond the mechanistic transmitting of information, and experientially teaches students how to learn. It is false to assume that students know how to learn. Academic learning requires a series of complex skills, such as the ability to analyze texts, verbal and written articulation of questions and ideas, listening, critical thinking, dialogue and research, to name a few. If students only learn in the traditional way, receiving information from their instructors in bite-sized chunks, and then later repeating the information onto tests, the skills they will have learned from this experience can be called little more than "parroting": a parrot can be trained to repeat what it hears, but it holds little, if any, understanding of the meanings of the words it says. Likewise, students can learn to repeat what they are told without having to actually understand what they are repeating. Furthermore, the implicit message of lecture instruction is one that ultimately disempowers students.

As "unbiased" as teachers try to be, educating is, based on the content and pedagogical approach to the curriculum chosen, a political endeavor. By maintaining their place at center stage-their classrooms filling stations for the empty-vesseled students, and they the Guardians of Truth-teacher-centered teachers convey the lesson that their students' ideas and questions have no explicit worth outside of how well they relate to the teacher's own ideas and questions. Additionally, teacher-centered classes reinforce the state of intellectual powerlessness common to most students and adults: only "qualified" authorities possess truth, and their opinions we must seek: truth is had by only "qualified" authorities, and we must seek their opinions. While the results of the teacher-centered method may be a pleasant boost to the teacher's own sense of intellectual superiority, the students are taught to distrust their individual ideas, and to rely too heavily upon the opinions of others; they learn not to trust in their own capacities to discern truth.

The Harkness class lessens students' ability to simply "parrot" information. As members of the learning group, students must engage with the class by asking questions and contributing their own thoughts. In general, Harkness teachers will minimize the amount of information and answers they give directly to their students. Instead, they will give their students' resources in which the information and ideas can be found, or at the very least, they will help their students locate the necessary resources. Because of this approach, students will experience the complex process of learning. This is a process in which they must involve themselves to a much greater degree than they may normally be required: students may not simply write down what teachers say. They must search for the ideas and information and then wrestle with that which they find. Students who engage themselves with the Harkness class will finish with a greater sense of autonomy and empowerment, knowing that they know how to learn. They will also finish the class with an increased ability to verbally articulate their questions and opinions in discussions. Additionally, Harkness students will come away with the important understanding of the power and necessity of listening, as well as the skills needed in order to be effective listeners.

What Harkness is Not

Harkness is not the Socratic method of teaching. As it is generally understood, Socratic teaching involves asking students questions about their ideas, continually pointing out weaknesses in the ideas until students "realize" the correct conclusions. The conclusions, however, are predetermined by the teacher, and the students only qualify as having realized if they agree with, or surrender to, the teacher's ideas. This type of teaching is teacher centered: the teacher is the sage on the stage, throwing forth pearls of wisdom to the flock of befuddled and bewildered minds below. Socratic teaching is excellent in terms of providing students with the experience of intensive critical thinking, of seeing an intelligent and intellectually engaged adult in action. The downside, however, is that the method focuses too much on the personality and interests of the teachers, perhaps leaving them feeling masterful and smart, but imparting feelings of subordination, stupidity, and even harassment onto their students. The Harkness class will generally have, nonetheless, a Socratic feel, in that students' ideas are questioned and commented upon. For the most part though, these questions and comments will come from the students' peers rather than the teacher.

Harkness is not just "teaching through discussion." While many teachers use class discussions in their courses, the discussions still tend to be very teacher driven: the teacher asks the questions, keeps the class focused, decides when to move on, and for the most part, still sits in the dominant role as expert holder of Truth. Conversely, some class discussions become very loose "blow-off-steam" forums in which members of the class (usually the dominant ones) shout out their opinions and argue back and forth. Unfortunately, these quasi-debate style classes almost always contain more hot air than substance-they lack the structure necessary for the type of critical inquiry that leads to substantive conclusions upon which a class may build in the future. Furthermore, these types of discussions give students a bad model of intellectual dialogue: combativeness, blind position-taking, and immaturity are the lessons learned.

Teaching a Harkness Class

Different teachers have different approaches, and many will change their techniques based on the chemistry of their particular class. For the most part, the following description accurately portrays how I run my Harkness classes.

With the nightly reading is assigned, I try to include specific and overarching questions on which the students should focus as they read; they are told to make margin notes about these specified topics and questions, and sometimes to write prepared notes on separate paper. When they come to class, I'll appoint some or all of the following roles to students: moderator, participant, observer, and note-taker. Occasionally I will notify students the day before that they will moderate the following day's Harkness. I tend to do this if I know the topic will be difficult, and thus I want the moderator to be very well prepared.

The role of moderator is the most crucial. The moderator, and I must stress this often, is not the de facto teacher. Rather, their job is to introduce topics, organize the flow of the conversation, ask participants to specify and/or provide textual references, and generally set an intellectually engaged and stimulating tone; I let the moderator decide if they want participants to raise hands, or to just speak as they wish. The participant is the student (For a good sense of the expectations of participants, see the next section in this packet on evaluating Harkness students.) The observer's role is to silently monitor the discussion. They may take notes on what works well, and what does not. They might also draw a Harkness discussion diagram: they draw a circle, put down the names of each person around the circle such that the drawing mirrors the arrangement of the people at the table, and then draw lines to and from each person as they speak. In the end this diagram offers a powerful visual reflection of how the conversation flowed. If one area is dark with lines, while others are blank, it becomes clear that the discussion was unbalanced. The note-taker's job is to take notes from the discussion about information and ideas that might be useful for future test or essay preparation; the notes are written in the communal class journal.

I will start class by clarifying any issues or questions left over from my last time with the class, and then I'll announce the moderator and the focus questions for the day's discussion. I try to pose questions and ideas that are broad enough to allow fluidity of discourse, but not so broad that students don't know what their focus should be. For very difficult readings, I will, however, often narrow my questions, being very specific so students don't feel overwhelmed by the magnitude of the piece or topic. Ultimately, I'm still very much in the development stage of learning this art form of setting up Harkness discussions.

During the discussion I intentionally sit removed from the circle. This is symbolic as well as practical: symbolically, it demonstrates that the students and their ideas are central. Practically, it weans students off of their tendencies to look and speak to me; even with sitting outside the circle, I still notice some students always looking at me when they speak. I do not remain completely silent during the discussions. Sometimes I offer an opinion, but often when I speak it will be to clarify or pose a question, assert an opinion different from the group's consensus, or provide the class with some necessary piece of historical background on the topic. I generally end the discussion five to ten minutes before the class time finishes. The rest of our time together is spent evaluating the strengths and weaknesses of the conversation-this makes explicit the lessons about academic discussion dynamics-and making plans for how to improve future discussions. I might also use this time to summarize what I heard, or to offer feedback and clarification on the content of the conversation.

Sam Shapiro, Exeter Humanities Institute Participant 2001

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Harkness Method - Strategies for Classroom Dialogue

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Harkness refers to a method of teaching that was developed in the 1930s at the Phillips Exeter School in New Hampshire. The philanthropist Edward Harkness challenged Exeter with an offer: he would make a sizable donation of money to the school if they could originate and implement a radically student-centered method of teaching, and then use this method in all classes.

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Schools across the country are ditching the traditional parent-teacher conference for academic workshops, where it's the parents who are learning the skills their children need to master.

The new conference style, called Academic Parent Teacher Teams, or APTT, is the brainchild of former teacher Maria Paredes, who began testing it out in classrooms in Phoenix, Ariz. in 2009. About 600 schools in 22 states have embraced the new model, according to Paredes, who now works for the nonprofit research and consulting group WestEd. (The model was being used by 250 schools in 16 states when this Education Week article was published in September of 2015.)

The revamped version of the parent-teacher conference swaps private meetings for three 75-minute group meetings and one 35-minute individual meeting over the course of a school year. Teachers inform parents about the skills students need in order to master their particular grade, like subtraction or reading comprehension, and parents learn how their child is doing on those skills compared with other students.

The data is supposed to provide parents with a benchmark they should help their children to reach by the end of the school year. But Paredes advises teachers to make it clear to parents that children naturally fall into different proficiency levels. What's important, she said in an interview, is that parents are helping their kids master the skills they need."When families come back to the next meeting, we want them to be amazed with the growth their child has been able to make with their support, by showing them the graph with a pre and a post-assessment score," she said.

Academic Parent Teacher Team meetings generally follow a basic framework. Teachers model some learning games and activities that parents can do with their children at home. Cathy Kane at Starlight Cove Elementary in Palm Beach County, Fla. teaches parents in this video how to play a card game that reinforces the meanings of Greek and Latin roots. She's betting this will improve student test scores.

Parents should also come away from the conference with a goal for their child to meet by the next conference. At the APTT meeting at Stanton Elementary School in the District of Columbia, teachers set a 60-day goal for fourth graders to read 105 words correctly from a grade-level book in one minute. They helped parents devise a realistic reading plan based on their child's reading fluency. You can watch a video with highlights from the meeting here.

In subsequent meetings, teachers generally give a rundown of student progress, and parents share strategies they used to support their child's learning at home. A WestEd study found that students whose parents attended this type of instructional meeting made stronger gains in word-fluency skills than students whose parents did not attend.

A recent Washington Post article focused on the use of Academic Parent Teacher Teams at Harriet Tubman Elementary in DC where most of the 542 students qualify for free or reduced-price lunch, and where more than 60 percent of parents are not native English speakers. (This Education Week blog post by Sarah Tully explains how the APTT model, by relating student progress using graphs and data, can be particularly helpful to parents who are still learning English.)

The Post did find that standardized test scores have not increased substantially at Tubman over the four years the APTT model has been in effect. In fact, fewer than 20 percent of students met math or reading standards on last year's PARCC tests. But Principal Amanda Delebar says students are making progress in these areas, and what's more, parents are showing up for the conferences. Participation exceeds 90 percent.

Parents left the last meeting of the school year equipped with a writing journal and flashcards with "sight" words to keep their kids on track over the summer.

Tubman kindergarten teacher Sarah Zick stressed the importance of bringing classroom habits into the home. "[Students] really fly when they are getting it from both places-when they are reading every day at school and they are reading at home, and it clicks and comes together," she told the Post.
Photo: Meredith Clark, upper right, a 1st grade teacher in Newnan, Ga., discusses her students' academic skill levels during a parent-teacher meeting in 2015 at Ruth Hill Elementary School, one of the schools that is revamping the traditional back-to-school night.-Ruth Hill Elementary-File See also:
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This Isn't Your Mom's Parent-Teacher Conference

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Schools across the country are ditching the traditional parent-teacher conference for academic workshops, where it's the parents who are learning the skills their children need to master. The new conference style, called Academic Parent Teacher Teams, or APTT, is the brainchild of former teacher Maria Paredes, who began testing it out in classrooms in Phoenix, Ariz.

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5 Mistakes 21st Century Principals Must Avoid!

I'm excited!

Many of my friends and colleagues around the world are getting ready for the start of the 2019/2020 school year.

Actually one of my friends is starting as a brand new 21st Century Principal today! She is very excited but also a little bit nervous. I bet you know just how she feels. As a Principal and Head of School with 20 years experience I have always loved the start of the new school year but it can be a very challenging time for new school leaders. Over the years I have learnt a great deal about school leadership; what works and what doesn't.

Here are the Top 5 Mistakes that I've learnt to avoid over the years. I hope that they're helpful for you.

1. Everyone's excited! It's great to get back together with your team and talk about holidays, adventures and even disasters. Don't make the mistake of complaining, gossiping or blaming. Read Jack Canfield's The Success Principles and take 100% responsibility for changing your school to meet the needs of 21st Century learners. Instead build a culture that is vision and mission aligned, inspire your team to dream and empower positive, can-do people to achieve those dreams.

2. Don't give your time away too freely. Reconsider the Open Door Policy! This was a great idea in the 20th Century, but it really doesn't work today. Giving away your time willy-nilly to others means you are not in control of your time and you are not focusing on the school's most important priorities. Instead make yourself available to your school community but do it strategically. Block out the times in your day and weekly calendar to focus on your Strategic Plan goals. NEVER cancel these times unless it is a real emergency. Schedule alternative times during the week for people to make appointments to see you if they feel the need. Also consider empowering others to solve their problems or come to you with a 'suggested solution' to discuss. Encouraging 'power to' rather than 'power over' is an awesome 21st Century Leadership skill. Remember, the school community depends on you being a strategist who is always focused on growing the school to best cater for Gen Z and Gen Alpha.

3. Don't make the mistake of meeting for the sake of having regular meetings. Plan meetings for a strategic purpose or to develop professional learning outcomes, not to disseminate information. Be creative and harness your entrepreneurial mindset. I created Collective Genius Meetups at my last school. We were all leaders at different times and discovered flexible and agile solutions to take our school forward. Your teachers will appreciate this and see you as a learner, which is so important in the 21st Century!

4. Don't focus on what is urgent. Basically this is crisis management and you need to stop doing it fast. Not only is this not showing leadership for your school, you will burn yourself and possibly others out. Focus on what is most important. Manage your distractions! Get organized, schedule your priorities, delegate, supervise, create a Stop Doing list and breathe. Arianna Huffington provides great advice in her book Thrive and so does Tony Crabbe in his book, Busy - How to Thrive in a World of Too much

5. DO NOT worry about what you didn't get done each day. Always focus on what you did get done and celebrate that. Only focus on 5 or 6 tasks each day and before going to sleep think of the 3 things you did get done and the 5 things you will focus on tomorrow. You will sleep much better if you do. Remember, if you did not achieve a high priority task reschedule it for the very next day, or the soonest available time, and make sure you get it done. Always Think Strategically and you will be an Awesome 21st Century Principal!

Want more tips on how to be an awesome 21st Century Principal? Why not attend Future Focused Leadership in Schools Workshop at the American International School Sukhumvit Campus Bangkok on 9 & 10 November 2019. It has had rave reviews and has helped hundreds of Principals, Aspiring Principals, Curriculum Coordinators, Team Leaders, Department Heads to meet the challenges of leading school in the 21 st Century.

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5 Mistakes 21st Century Principals Must Avoid! - Think Strategic for Schools

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I'm excited! Many of my friends and colleagues around the world are getting ready for the start of the 2019/2020 school year. Actually one of my friends is starting as a brand new 21st Century Principal today! She is very excited but also a little bit nervous.