So I’m a little frustrated and here’s why…

We’re doing our data review and we look at the data from all of clients and friends and see where they are, what they did and where they need to head next year with us.

There’s some really awesome stuff (take a look at our “Results” tab and you’ll get excited!).  There’s some good stuff.  Then there’s some frustrating stuff.

What’s got me frustrated?

That we have worked with a few districts/schools who are continue to perform poorly.  The fact that they’re performing poorly is a problem, of course, and we’re working on that. 

But the real problem is this: they don’t act like they’re performing poorly.

What I’m hearing is, “You know, we’re doing it all for the kids.”  But what I’m seeing is resistance to guidance.

What I’m hearing is, “We’re doing better than we ever have.”  But what I’m seeing are more and more kids ending up in interventions.

What I’m hearing is, “We are open for feedback.” But when I come back after a few weeks to check on progress, it’s like they never heard the feedback and the old practices are firmly in place.

So what gives? 

I know that improving student scores is a very complex task – I know it’s hard – I know it’s painful – I know sometimes there’s so much work to be done we don’t even know where to start!  But we have to stop fooling ourselves and saying that we’re doing it all for the kids when we’ve got scores below 90% of kids on benchmark!  It’s like me saying, “I’m really eating healthily” – while I’m dipping french fries in ranch dressing with an ice cream cone in the other hand! 

(That DOES sound good…but I digress!)

As responsible, professional educators our actions needs to align with our talk – if it’s all about the kids – – like REALLY all about the kids, then we need to stop fighting adjustments and change.  We need to put the hours that it takes to do the job completely in every day and every week.  We need to try new strategies and when they WORK, keep doing them so that they become part of our regular teaching routines.

So here’s my encouragement to you: What conversation can you start in your district or school or team that will move your colleagues and you toward talking about what the kids need instructionally, rather than what is convenient for the adults?