Quality in Education

Happy New Year! I hope everyone has returned from a restful break with a renewed focus and plan for moving forward.

As I contemplated my own focus and direction over the past few days, I found myself thinking of new ways to approach Continuous Improvement with the teachers in my building that would engage them all in the process and renew their focus on student learning. In the process, I came to the realization that I was approaching the endeavor in much the same manner that we are trying to shift teachers away from – finding the “silver bullet” that is going to work for everyone in every situation.

Just as there are many students in our classrooms who do well in school simply because they are driven to do so, it dawned on me that there are already many educators who are committed to continuous improvement because they see the benefits for the students. Many have taken huge steps toward developing classroom processes to show evidence that their students are learning. This perspective helped me to realize that there is only a small group who still needs some assistance in getting the ball rolling – much like that small handful of students in our classrooms who need that extra attention in order to make even a little bit of progress. By making this connection, I have a better understanding of the dilemma a classroom teacher faces with differentiating instruction. I hope to be able to share in future entries a plan that focuses primarily on those in need of extra assistance while utilizing and supporting the efforts of those who are making progress.

            Recognizing that one size does not fit all is a notion we continue to address – both in the classroom AND in staff development. How do you provide assistance to one group while still supporting and utilizing the efforts of the self-directed group?

Paul