7 Keys to Success
The Right Mindset
All of us and our students are capable of significant growth.
• Teachers – “If my students are not doing it yet, I can get them there.”
• Students – “I have the ability to achieve and I will — through effort and perseverance.” See Carol Dweck, Mindset.
Aim High Targets
• Teachers – Targets are stated in terms of the specific number of students the teacher will lift to a measurable higher level of performance. See Results First, Prototypes and Coaching.
• Students – The skill level, score, or grade they seek. See Results First, Students as Full Partners.
• Teachers – Work with colleagues in data teams, using all available classroom feed-back on student performance, common and benchmark assessments. See Paul Bambrick-Santoyo, Driven by Data.
• Students – Learning targets, stated in the student voice (I can) focus lessons and units on what students need to accomplish. See Ron Berger, Leaders of Their Own Learning.
Administrators and teachers coach each other toward solutions when students fall short. See Results First, Prototypes and Coaching. We want high engagement, high cognition classrooms.
• Teachers – Constantly adjust instruction for greater student growth, based on how the students are doing. See Results First, Teamwork with Data.
• Students – Frequent checking for understanding provides students with essential feedback to diagnose and advance their own learning. See Ron Berger, Leaders of Their Own Learning.
Set up the system for quarterly tracking to success toward the five or fewer major district and school targets. Make it noisy, with faculty analysis and action for higher results. Students track their own progress toward their personal targets. See Results First, Quarterly Tracking to Success.
A Common, Rigorous, High Cognition Curriculum
With frequent student writing assignments. In other words, make full use of the Com-mon Core materials. See Mike Schmoker, Focus.