"Within our Control"

The work we are currently engaged is a mighty work. We have several barriers, obstacles if you will to overcome. However, our current practice suggests that we still don’t accept that much of what needs to happen for us to become a high performing school system is within our control.

The belief and subsequent practice of dwelling on those factors, variables that we exert little or no influence are tantamount to insanity.

We must focus on those factors where we have control or influence significantly.

As I have written previously – these variables are not a mystery or unidentifiable.

In fact, they are in their simplicity often overlooked or minimized.

First and foremost, we control instruction. Underpinning instruction is lesson design. Though fundamental, we still don’t have a critical mass of our educators that daily plan and design rigorous, challenging, meaningful, relevant, and engaging learning.

To plan effectively requires a deep awareness and understanding of the curriculum. Our curriculum is currently defined and determined by North Carolina Standard Course of Study (NCSCOS), CTE Blueprints, or Occupational Course of Study. Common Core State Standards and Essential Standards will replace the NCSCOS.

Suffice; our teachers and administrations must know the standards.

Many of our staff have worked diligently to “unpack” the standards into workable, daily components. These components are called Pacing Guides. The Pacing Guides are influenced as well as complimented by the Total Instructional Alignment (TIA) documents that include the standard, essential vocabulary, task analysis, and assessment prompts. The TIA documents along with the Pacing Guides are available online and are therefore easily accessible.

Our staff, all staff therefore has the curriculum readily available to inform daily planning of instruction. Teetering on the obvious, every day our students should experience thoughtful, well-developed and well-intentioned learning activities aligned to state standards. Anything less is a deliberate choice not to engage students in learning.

Though I desire different, our administrators must check, assess daily whether or not each teacher has planned rigorous, challenging, meaningful, relevant, and engaging learning. I am holding administrators accountable as they in turn are holding their staff accountable.

Again, this is within our control - total control.

Changes in state law effective 1 July 2011 ups the anti if you will for effective lesson design and application. Any staff found through observation and evaluation not proficient in this area will be subject to dismissal irrespective of past evaluations or years of service.

This sounds and feels heavy handed.

It is!

There is no room for excuse.

This is a legal requirement that is completely and unwavering within the control of each educator. By the by, any principal found through observation and evaluation not proficient in fulfilling their responsibility, accountability, and authority for staff demonstrating proficiency or beyond will be subject to dismissal irrespective of past evaluations or years of service.

This sounds and feels heavy handed.

It is!

There is no room for excuse.

The expectations, requirements, and now statute are clear. The ultimate measurement of effective lesson planning and application is student learning, performance and achievement.

At the end of the day, we are and will be held accountable for what was within our control. It would seem that instruction including lesson design is a no brainer.

Do we believe it?

At this point, I am beyond believing it.

“Do it” is a more appropriate sentiment.

We simply must do it - effective instruction beginning with rigorous, challenging, meaningful, relevant, and engaging lesson design.

It is imperative that all staff invest time in the reflection, review and planning of lessons congruent with standards, TIA documents, Pacing Guides, and data that informs what students already know and are able to do.

These are indeed within our control.