"If You See Something - Say Something"

Navigating through airports this past week I was struck by the oft heard but seldom listened to pre-recorded security announcement.

The phrase that caught my attention was, “If you see something – say something”. Though the Transportation Security Administration (TSA) does allow for variance with respect to the voice and limited customization of the message, the contents are for the most part the same. Yet, this phrase captured my attention – “if you see something – say something”.

As the mood of policy makers shifts to unprecedented focus on teacher and leader effectiveness as the reason for underperforming student achievement, the security announcement takes on a whole new meaning for me – “if you see something – say something”.

Argumentatively, the intention of the new system is to improve student performance as evidenced by improved teaching and learning.

The sense however, is that the new system will mostly be viewed as a negative not a positive.

Critics are lining up to point out what many have contended erroneously for years – teachers have little control or influence on student learning.

I hate to interrupt a fallacy with facts but research has clearly dispelled, obliterated these falsehoods. One merely needs to look at the school effects research to find practices as well as programs that have consistently and constantly produced results attributed to variables within the control of teachers and leaders alike.

Effective student learning is resultant from teachers teaching effectively. In a like manner, teachers teaching effectively are resultant from leaders leading effectively. This is neither complicated nor complex. Rather, it comes down to constant and consistent feedback and the use of that feedback to inform decision-making and practice.

For too long, the instruments used to make judgments of teacher performance have been limited in their utility or import especially with respect to the inclusion of student learning as a factor.

Is this a teacher issue?

No!

This is a leadership issue.

Consider, we will soon see publicly a significant disconnect between teacher evaluation ratings or teacher effect with actual student performance results.

We will see teachers rated as accomplished or distinguished (the second and highest ratings) with little or no students performing at the proficient or beyond proficiency levels.

In a like manner we will see teachers rated as accomplished or distinguished (the second and highest ratings) where their students have performed below what was predicted or forecasted based on previous student performance.

We will see schools with no teachers rated as developing in any standard or element area of the evaluation instrument in schools that did not demonstrate growth or make Annual Yearly Growth.

This is a leadership issue.

In as much as we need to do more authentic and accurate appraisal of teaching, we have done a very poor job of identifying, recognizing, acknowledging, celebrating, and rewarding effective practice – “If you see something – say something”.

Our administrators are expected to do both.

Yet, if we are not careful we will focus almost entirely on what needs to be improved and completely ignore “outstanding” practice.

To assist with balance, the evaluation tool itself requires evidence. That evidence will be made public one way or another. It is our best hopes that we will make public this spring the “evidence” of effective practice that includes but is not limited to student performance results.

For example, we have nationally recognized teachers known for effective integration of technology into instruction albeit interactive white boards, laptops, or other mobile learning devices – “If you see something – say something”.

Throughout our school system we have effective leadership practice as well.

Yes, we must improve.

Yes, the teacher and leader effectiveness evaluation system will create angst.

Nonetheless we must have the evidence, the proof, and the results of effect.

We must embrace the – “If you see something – say something” to ensure balance.

Our students deserve authentic and accurate appraisal of learning. So do our staff.

This is a leadership issue!