Accountability: Do we mean the same thing?

So, the word accountability is thrown around a lot in education, but the more I hear the word, the more I think we are really saying different things...

For example, teacher A wants to teach students accountability by holding firm to strict deadlines. Teacher A also does not allow redos and retakes because he/she thinks this is preparing kids for the harshness and reality of the real-world since redos and retakes aren't allowed. Teacher A believes firmly in designing assessments and activities that are hard (not necessarily rigorous) and thinks there should be some students who get high grades and other students who get low grades. Teacher A makes accountability a teacher vs. student enterprise and expects that students will naturally want to learn anything and everything just because he/she said so.

This is what teacher A believes is accountability...

Teacher B, on the other hand, wants to teach students accountability by holding them accountable to their own learning. Teacher B allows redos and retakes because he/she thinks learning is a process and sometimes there are ups and downs in this process. Teacher B acknowledges that redos and retakes are allowed in the real-world, and that for students, their everyday life is their 'real-world.' Teacher B also believes in designing and engineering highly challenging and rigorous learning experiences with appropriate levels of support. Teacher B holds his/her kids accountable by not allowing them to do anything but their best work and by not accepting anything less than their best. Teacher B put kids in charge of their progress and empowers them to own their learning.

This is what teacher B believes is accountability...


So, which teacher are you?

What you're really saying when you say 'yes' & 'no'

I've been thinking a lot lately about my 'yes' to 'no' ratio.

Basically, I've been thinking about how often I say 'yes' to something vs. how often I say 'no' to something.

I'm even trying to take it a step further to consider the implications of how I say 'yes' and how I say 'no' to questions and requests.

Too often I think we don't recognize the effect such a simple word can have on those around us, so I'd like to explore the different ways we say 'yes' and 'no' and how those differences affect those with whom we interact.

For example, when you say:

Yes...

You are telling the person who made the request that they have complete freedom and control over what they've requested. The person leaves feeling fulfilled that they got a 'yes' but they also leave feeling that you really aren't that interested in what they are hoping to do and/or accomplish. Simply saying 'yes' provides little guidance and minimal investment on your end which can leave the person making the request susceptible to doubting your support.

Yes, but...

You are telling the person who the made the request that you are OK with them moving forward but you really don't trust or have complete confidence in what they are going to accomplish. The 'but' you added on comes with either restrictions or stipulations that don't leave the person in ultimate control over what they are trying to accomplish. This person leaves being glad they got the 'yes,' but they also recognize that there is an underlying feeling of discomfort on the other end that puts limitations on the task at hand.

Yes, and...

You are telling the person who made the request that you are happy and encouraged they are interested in accomplishing this task. The 'and' that you added on comes with the freedom and autonomy to take the task to the next level knowing they have your full support and backing. When you add the 'and' it shows excitement and instills confidence in the other person as you are acknowledging that this is a good idea and it's worthy of developing further.

No...

You are telling the person who made the request that you don't support and are not interested in accomplishing this task. You are also telling this person that you don't trust them enough to really provide any kind of justification or reasoning behind why you said 'no.' A 'no' alone will make it very difficult (but not impossible) for this person to ever approach you again with a proposal or an idea that they would like to accomplish.

No, but...

You are telling the person who made the request that their original idea may be flawed and may be not worthy of accomplishing, but there is still a glimmer of hope. This phrasing may be disheartening at first, but you are leaving a small crack in the door for the person to improve the idea or pitch and think about coming back a second time to try again. Hint, if you are always the 'no, but' person, then people will eventually stop coming to you, so if you use the 'no, but,' use it sparingly and use it only when you truly mean it.

No, and...

You are telling the person who made the request that there not only isn't any chance of getting this idea to pass, there is also very little chance of getting any future ideas passed. The 'and' with a 'no' really takes the wind out of someone's sails and all but guarantees they won't ever come back to ever ask you for anything ever again. If you are looking to create an environment and culture where people only do the bare minimum and just what they are asked and no more, then use the 'no, and' statement.

So, the next time someone asks you if they can do something, consider how you respond, and whatever you do, be careful with your words because they just might mean more than you think...

Numbers are destroying education

Data-driven decisions...

Data-driven leadership...

Data-driven response to intervention and differentiation...

Data data data...

If you interview for a position in education you are certain to get a question about using data to influence what you do. Being able to quantify information and populate excel spreadsheets and pie charts seem to be all the rage these days.

Students (most but not all) are so hungry for more points that they have completely lost sight of the purpose and value of learning. They have their sights set on extra credit, maximum number of points, and constantly wanting to know 'if it's for a grade.'

Numbers are a part of everyday life, but I fear they are one of the major contributing factors that are hampering, eroding, polluting, negatively affecting and toxifying education.

Here's the rub... numbers aren't inherently evil, but the way they are most frequently used is.

We want and expect accountability but we don't know any other way other than numbers in charts and spreadsheets. But what we fail to realize is that the measurements we are using to collect these numbers aren't always accurate or valid.

The value and accuracy of numbers rests in the methods and measures used to collect them which for most educators are foreign and uncharted waters.

Educators aren't trained (and probably aren't interested) in being statisticians and hardcore researchers who commit themselves to countless hours of gathering and accumulating data.

So, make no mistake, we need numbers in education and we need information to support our decisions. But let's take a moment to shift the focus away from gathering all this data and information and focus on how and why we are gathering all this data and information...

Accountability & finger pointing...

A phrase I've been hearing a lot lately in education is making sure we are 'being held accountable.' This phrase in itself is pretty innocent, however the context in which it's used can make a world of difference. In the same vein, it's becoming easier and easier for folks to point fingers with all the emphasis and focus on 'accountability.'

For example, if you are a student, the teacher has the responsibility of making sure you are learning what you are supposed to learn. The teacher is entrusted to hold each student accountable for doing their work and completing all assigned tasks as requested by the teacher.

If you are a teacher, you are being held accountable by your building level administration. Teachers are charged with ensuring each student learns the board approved curriculum, all professional paperwork is completed and turned in on time, and lastly, that they uphold the professional image of the school district.

For building administrators, you are being held accountable by the district level administration. Building administrators are asked to lead their respective buildings. They do this by making sure the teachers they are holding accountable are holding their students accountable.

The superintendent and other central office administrators are held accountable by the Board of Education. The BoE works closely with the superintendent to ensure the school district operates smoothly and efficiently. The BoE is able to do this by holding the superintendent and other central office administrators accountable for initiating and monitoring the implementation of the district vision and goals.

Lastly, the Board of Education is entrusted by the community to maintain a safe learning environment for the children and parents within the community. The BoE is held accountable by the community by a democratic process that takes place every April, when new BoE members are elected or re-elected.

With all of these levels of accountability, we have to ensure we don't lose sight of what our main purpose as educators is; preparing students to be autonomous and independent thinkers who know full well they will live in an unknown future that is constantly changing and evolving.

So, at the end of the day, let's all assume accountability and let's stop pointing fingers, and let's get to work because I think we all know there's a lot that needs to be done...

The door swings both ways...

We ask a lot of students... perhaps more now than ever.

Our students are in a world that is changing so quickly that as soon as a new trend is established many are already moving on to the next emerging trend.

Likewise, what we know about education, what we know about the brain, and what we know about how learning and instruction are maximized, are increasingly and frequently changing at a rapid pace.

On the positive side, both for students and for educators, there is more information and more of 'the world' available to us than ever before.

The tools and technology we are using now will be the 'worst' tools both we and our students will ever use (assuming that technology advances and improvements continue).

So here's the deal, we all expect our students to have some self-driven intrinsic motivation toward learning.

We expect our students to thrive and embrace autonomy and self-directed freedom when it comes to their learning.

We expect our students to take ownership and responsibility of their learning and their overall academic well-being.

We expect more from our students than we ever have before...

So, why don't we have the same expectations for ourselves?

Why don't we have the same expectations for our colleagues?

Why do we allow, accept, and by being passive, encourage the type of behavior that we won't accept for our students?

We are asking a lot of our kids.

Educators are responsible for their own professional development. You can't & shouldn't rely on someone else for YOUR growth. #edchat
— Dr. Justin Tarte (@justintarte) December 18, 2013

I think it just may be time we ask a lot of our colleagues and ask even more of ourselves.

It's not teaching if there's no learning...

I've personally said it before and it's a common statement made in schools around the world.

'I taught it... it's not my fault they didn't learn it.'

Far too often we allow the focus to be on what we as the educators did or what we didn't do, when in fact the focus needs to be on what our students did or what they didn't do.

We can have the most wonderfully planned lesson in the world with varying degrees of differentiation, plenty of opportunities for global collaboration, autonomy and flexibility in how to demonstrate student understanding, and a healthy dose of technology integration, but if the students aren't able to accomplish or demonstrate any level of learning or understanding, then our lesson frankly was not a success.

Sure, we can say the students didn't work as hard as they should have or that they didn't listen to the instructions carefully enough.

Sure, we can say that the students had a bad attitude and weren't even willing to try before giving up.

Sure, we can say the previous years teachers didn't teach the kids enough and didn't prepare them for this year.

Let's take a step in the right direction by assuming responsibility and accountability for what happens in our classrooms and in our schools.

Yes, are there things we can't control and factors that make our jobs more difficult than what they could or should be, absolutely there are, but let's not allow those excuses to get in the way of doing something great.

Stop thinking about how great of a lesson you planned and presented and start thinking about the great things your students did and were able to do as a result of your lesson...