The “retreat” I wrote about last week must be tactical. Military strategists know that retreat or an exit strategy from any mission, operation, or engagement must be included as an important, essential component of planning. The failure to plan intentionally for retreat or an exit has proven to be devastating or fatal throughout history in all manner of conflict.
In our case, retreat from the engaging work of educating each child, each learner to standard is not practical or ethical. Yet, a retreat – a tactical retreat from practices and programs that to date have not yielded the expected or desired results is exactly what we must do.
Let be paint the picture clearly. We have labored to build capacity in awareness and understanding that each learner and their success are ethical, moral, and legal. We have collaboratively defined as well as given voice to the “all means all” vision and mission. Yet, “All means all” is only half the equation necessary for us to be successful.
The learning for all, by all, and of all are merely pithy or trite words and only serve as a politically correct sound byte unless accompanied by the “whatever it takes” mindset and action.
What does “whatever it takes” require?
First, an uncompromising, unwavering commitment to decision making that is centered on each learner – learner centeredness.
Second, it requires reflecting and reviewing on effective strategies to meet the needs of each learner including:
· What they already know and can do?
· How well they demonstrate what they know and can do?
· What they need to know and be able to do?
· What are the steps necessary for them to learn what they need to know and do?
· What are the instructional steps necessary for each learner to learn what he or she must know and be able to do?
· What evidence is essential for each learner to demonstrate his or her learning?
· What strategies will be used if the learner does not learn in the way, the time, and to the level expected and desired?
· What strategies will be used to maintain or stretch each learner once they have met or exceeded learning expectations? and
· How will the learner know, parent know that each learner is progressing toward meeting or exceeding standard?
Third, it requires using time and resources differently to ensure each learner masters the essential skills and knowledge necessary to meet or exceed standards.
Fourth, it refuses to accept that each learner cannot be successful.
Fifth, it refuses to accept “good enough” and abandons ineffective and unproductive practices.
Sixth, it constantly and consistently affirms daily that each student can and will be successful in their learning.
Seventh, it is relentless in the pursuit of collaboration and communication with each learner’s parent to ensure success.
Eighth, it never gives up on a leaner, never gives in to the temptation to blame the learner for the failure to learn, and never looses sight of what each learner can become.
Ninth, “whatever it takes” requires deliberate, purposeful, specific, measurable, actionable, realistic, and timely planning, implementation, monitoring, and adjustments to teaching and learning.
Tenth, “whatever it takes” is not episodic or situational it must be ubiquitous – ever present, ever practiced by all.
Retreating from failed practices and programs to reengage in effective practice is easy to say but not so simple do. It requires suspending our beliefs and current practices. It requires humility!
This is exactly what we are doing at Anson High School this upcoming week. I have directed our Chief Learning Officer to embed on the campus to work specifically, directly with eight staff currently assigned to students in the three tested areas to provide unprecedented support for improved teaching and learning.
In doing so, staff will be provided time, guidance, and support through constant and consistent feedback, modeling, and corrective action to ensure each learner does in fact demonstrate proficiency of expected and desired learning.
This is but one example of the “whatever it takes” mindset. We cannot continue with what hasn’t worked. This tactical retreat will result in reengagement of effective teaching and learning.