The Master Teacher Blog

Regardless of our role on a campus or in a district, we can lead. Leadership can be exercised formally or informally. Leading is not a matter of title or position; rather, it is defined by what we choose to do and not do within our current environment. The truth is that anyone—administrator, teacher, professional staff, or another role—can be a leader.

We might think of the choice of whether to lead as comparable to choosing to behave as a thermometer or as a thermostat. Both devices have a role to play, but their functions are significantly different and their relationships to the environment, while overlapping, vary in important and even determinative ways.

Actual thermometers measure and report the current temperature in a space. In the context of a school culture, being a thermometer may mean that we read the climate and reflect the culture. People who act as thermometers may understand what is happening, how the current circumstance is perceived, and how people interpret their experiences. However, thermometers do not attempt to change the environment. Cultural thermometers may point to what is working well, what is creating confusion, or what is generating resistance, but they do not attempt to influence conditions.

Thermostats also measure the temperature, but they go beyond recording and reporting to modifying, adjusting, and regulating conditions. When applied to an organizational culture, behaving as a thermostat implies our acting to modify, correct, and improve the culture we and others experience. When we choose to behave and lead like thermostats, we strive to make a difference, improve the experience we share, and align the culture to key organizational values.

If we press the analogy further, we can see how differently the choice of behaving like a thermometer varies from the leadership choice to serve as a thermostat. Here are seven examples to consider:

• Thermometers may complain, but thermostats contribute.
• Thermometers may react to what is happening, but thermostats act to change conditions and improve the culture.
• Thermometers can measure and report how good or bad things are, but thermostats use the information to manage factors and forces that matter.
• Thermometers may observe, but thermostats act in ways that will influence.
• Thermometers are quick to see problems, but thermostats seek effective solutions.
• Thermometers are prone to mimic what is happening, but thermostats are committed to model behaviors that will make a difference.
• Thermometers reflect the present, but thermostats anticipate and shape the future.

These are difficult times in education. Pressures from both inside and outside the world of education make the work harder. The challenges we face to ensure our students learn and succeed are daunting. Yet, a healthy culture of connection, collaboration, and commitment can more than overcome the pressures and challenges we face. The question is: Will we choose to be thermometers that report and reflect reality, or will we be thermostats that refuse to accept what is as inevitable and act to shift reality and build cultures that are strong, resilient, and responsive?

Why is it that some people seem to attract attention just by their very presence? Why does what some people say seem to have more credibility than what others say? Why are some people more interesting and enjoyable to be around? Of course, there are many possible reasons, but in combination, these and related qualities are often referred to as executive presence.

The good news is that you do not have to be an executive to have executive presence. However, possessing and demonstrating certain characteristics and behaviors can lead others to pay greater respect and attention to what you do and say. We might assume that some people are born to project more charisma and credibility, but executive presence is not a personality trait—it is a skill that anyone can learn.

How do people with executive presence behave? To begin with, people with executive presence practice good communication skills. They demonstrate empathy and other elements of emotional intelligence. They speak with confidence, avoid unnecessary “hedging” in their speech, and use clear and concise language. People with executive presence are sure of their competence and project gravitas when engaging in their area of expertise. They are self-assured, poised, and demonstrate a sense of purpose. Executive presence is not a position. It is a profile.

So why is executive presence important for educators? Our work is crucial to the success of our society; we possess special expertise, and we need to be confident in how we present ourselves and our work. Executive presence can help us to counter negative assumptions and perceptions of education and educators. Developing executive presence can also help us to shift our perceptions of ourselves, build our confidence, and grow our professional stature. Here are six ways to build it:

• Be clear and confident about your vision and why it is important. Communicate it clearly. What do you want for your students? Why do you care? How do you make a difference in the lives of your students? Be ready to share examples and anecdotes.
• Share your passion. Your excitement and enthusiasm matter, especially in this line of work. You care about your students, and you are committed to their success. Your work is important. You shape futures!
• Listen with interest, humility, and empathy. Listening communicates respect and projects confidence. Seeking to understand and learn, rather than listening simply to respond, invites others to share and helps build interpersonal connections. People want to be around and engage with good listeners.
• Project competence and confidence. Own your expertise. How you feel about yourself plays a nuanced but important role in how people see you. Remain calm and collected when feeling pressure. Remaining in command of your emotions and practicing good judgment projects strength and competence.
• Make connections. Finding common interests, identifying potential connections, and putting people together for mutual benefit builds relationships and expands your network. When you are seen as a connector, people want to get to know and be associated with you.
• Be a mentor. Helping others to build their skills and find success increases stature and creates credibility. Investing in the profession, supporting colleagues, and creating shared success demonstrates professionalism and builds respect. People want to be around those who are willing to invest in the success of others.

Executive presence may not be something educators think much about. However, having and projecting a sense of presence can have a powerful impact on how others see us and our profession. Building and honing our executive presence can also make us feel better about our work and remind us of the difference we make in the lives of others.

The assumption that the rate at which students learn varies drives many common grouping, instructional, and grading practices. It may seem obvious that some students learn at a faster pace while other students need more time to make a similar amount of progress. But what if this assumption is wrong? 

What if, in fact, most learners actually learn at the same rate? A major peer-reviewed study conducted at Carnegie Mellon University set out to discover why and how some learners learn faster than others. The study included more than 7000 youth and adult learners from a variety of backgrounds, learning histories, and geographic areas, as well as 1.3 million observations, and 27 datasets. Participants were given a variety of learning tasks in math, science, and language, and their progress was closely monitored.  

To the surprise of the researchers, the data showed that there was very little variance in the pace of learning across populations. They discovered that the determinative factor is the amount of background knowledge learners bring to the learning challenge. Those labeled as “fast learners” possessed more background knowledge to apply to their learning efforts, not special skills or talents. Of course, elements such as level of motivation and strength of memory can impact the amount of persistence and length of learning retention, but these factors only complement learning efforts. 

To use a baseball metaphor, some students come to learning tasks with academic background knowledge that already places them on second or third base, while other students may have so little background knowledge that they are barely at first base. Of course, students on all three bases may be capable of reaching home and “scoring,” but the students on first base have a much longer distance to travel to be successful. In this context, it is not difficult to understand why students with limited background knowledge are less likely to “score” consistently. Yet, most grading systems are weighted heavily toward those who “cross home plate,” not how far they have come.  

This research calls into question several common assumptions about learning and traditional grading practices. As we reflect on the implications of the Carnegie Mellon study, there are several aspects of common practice worthy of debate. Here seven questions to start the discussion: 

1. Should grades reflect what students know at the end of a teaching and learning cycle, or should grades reflect what they have learned during that cycle? 

2. If learning success is heavily dependent on background knowledge, should more time be spent building and activating background knowledge to better “level the playing field” before engaging in new instruction? 

3. Should students be assessed prior to instruction to facilitate the documentation of what they learn? 

4. Does a student who initially lacked background knowledge deserve to call “foul” if another student who learned less than that student receives a higher grade? 

5. Would giving students a grade based on what they learn regardless of their initial background knowledge be comparable to giving a prize for effort? Why or why not? 

6. Since academic background knowledge is highly correlated with race and socioeconomic status, is grading solely on what students know at the end of a teaching and learning cycle inequitable? 

7. Should students receive two grades: one grade for what they know and one for what they have learned during a teaching and learning cycle? 

This study raises important questions about how we engage learners and document learning. Now is a good time to reexamine our assumptions about the rate and nature of learning. We also need to revisit traditional grading practices to ensure that we are not placing too much emphasis on what students know at the expense of what they have learned.  

Reference:

Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences in the United States of America, 120(13). https://doi.org/10.1073/pnas.2221311120 

Staff lounges often have a reputation as being places of toxic negativity. Too often, they are perceived as places filled with constant complaints, unending negativity, and pervasive cynicism. In fact, new teachers are frequently advised to avoid the staff lounge as much as they can.  

Yet, staff lounges often play important roles in the life of a school. They may be where copy machines are located, paper cutters and punches and other equipment are available, and other frequently used materials are stored. Lounges often house staff mailboxes. They also may be the place where staff are expected to have lunch. Consequently, they cannot always be avoided. 

Fortunately, staff lounges do not have to be negative, energy-sapping places. Of course, we cannot mandate positivity, nor should every conversation be upbeat and optimistic. That is not real life. Still, there are steps we can take to make the teachers’ lounge a place to relax, reflect, converse, and collaborate. We can make them cheerful, attractive, warm, and welcoming spaces. Of course, what we can do depends on the availability of resources; what is realistic for one campus or district may not be feasible for another. Consider these six steps as places to start your thinking: 

• Design the space as a connection, collaboration, information, and inspiration center. We might designate a wall or bulletin board to post tech tips of the week, education-related cartoons and jokes, staff shoutouts and upcoming birthdays, inspiring or humorous quotes, thank-you notes and news articles, and even idea and strategy postings. Space might be designated to highlight accomplishments of present and former students and updates on staff members. Of course, inspiring artwork can add to the vibe.  
• Create a comfortable and inviting space. If funds and resources are available, stock the space with flexible furniture. Small tables of varying sizes can encourage collaboration. High-top tables can add variety. Soft seating can facilitate conversations. Small cubicles can offer privacy and space to think. The image of a coffee shop can help to stimulate imagination. Staff who desire to do so could donate furniture and items of good quality to this cause. 
• Add stress-reducing surroundings. Live plants that are easy to maintain can bring nature inside and add color and beauty. Also, consider installing a live fish tank if it can be maintained. Fish tanks are often placed in physicians’ offices and other high-stress places as they have been shown to be especially effective in calming emotions and reducing stress.  
• Craft a comfortable context. Where possible, shift lighting from overhead florescent lights to lamps, indirect lighting, and other more inviting sources of illumination. Add a new coat of paint that reflects the desired environment; a blend of calming and energizing colors can help, depending on the amount and configuration of the space. Creating a wall mural can add interest and variety. This could also be a worthwhile project for art students, which would add to the sense of community and culture as well. 
• Schedule regular social events. Consider themed days and weeks, holiday celebrations, and birthdays for potluck breakfasts and lunches. Morning pastries or healthy snacks and end-of-day “grab-and-go” beverages can build feelings of connectedness, belonging, caring, and appreciation. However, these gatherings need to be regular and frequent to have an impact. Weekly activities are optimal, but monthly events can still make a difference.  
• Commit to an environment of care, encouragement, and support. Encourage actions that are constructive and collaborative. The shared development and posting of norms can help to communicate expectations and guide behavior. Here are some norms to consider:  

1. If I see a problem, I will take responsibility to seek a solution. 

2. If I have a complaint, I will share it with someone who can do something.  

3. If someone is struggling, I will be ready to listen.  

4. If someone needs help, I will pitch in.  

5. If I need help, I will ask for assistance. 

Staff lounges do not have to be places to avoid. In fact, they can become the heart of the school. They can be a place we go for support, encouragement, celebration, and rest. However, creating and maintaining the environment we seek requires clarity, commitment, and cooperation. Totally doable! 

Grades are such an integral part of schooling today that it can be difficult to imagine how schools could ever operate without them. Students are told that getting good grades is the ultimate reason to work hard. After all, grades are used to judge a learner’s history and status, and even predict—and sometimes dictate—their future. Given the significance assigned to this component of our educational system, we might think that it has a deep and rich history associated with learning.  

Yet, grades and grading have not always been the way in which learning was measured and reported. Prior to the introduction of grades, the quality and preparedness of students were connected to the educator, or educators, under whom they studied. When seeking a position, students presented the name and reputation of their teacher or teachers. The reputation and testimony of the person(s) under whom they studied was used to assure the preparedness of the position seeker. However, this approach presented at least two challenges: first, educators’ reputations were dependent on ensuring that their students gained the intended knowledge and skills, and second, such a tight connection between learner and teacher meant that educators could support a limited number of students at any time.   

In the late 1700s, a tutor at Cambridge University, William Farish, borrowed the practice of grading the quality of shoes made in factories and applied that practice to students. Finished shoes were given a grade based on the quality of the workmanship they represented; better-quality shoes were worth more, while lower-quality shoes were priced low or rejected. Interestingly, Farish’s idea caught on almost immediately, became common practice in schools within a generation, and has remained the most common way to judge learners and learning ever since.  

Why is this history important, and why might it matter today? Let’s explore.  

First, students and learning are much more complex than stitching and leather, and learning is infinitely more difficult to measure and judge than the ruggedness and style of a shoe. Deciding to consolidate the multiple dimensions of learning into a single number or letter compromises understanding and ignores the complexity of the process.  

Second, while a poor-quality pair of shoes may not be comfortable or last long, failing to learn risks handicapping future opportunities for students. Further, a low grade does not just imply poor-quality learning; it often means that some learning did not occur at all. Consequently, future instruction based on the assumption that prior learning occurred further disadvantages the learner and compounds the error.  

Third, when grades are applied to shoes, the identity of the shoe is intertwined with the quality of its materials and workmanship. Alternatively, students are much more than the grades they receive. Yet, grades too often are used to assign identity, define expectations, and determine the levels of adult effort and investment that students will experience.  

Fourth, a shoe may be the product of the assembler’s effort and skill, but learners play a key role in the teaching and learning process. Readiness, relationships, and instructional practices are all significant to the learning process. However, the assignment of grades can create a temptation to blame students for lack of learning rather than sharing responsibility, providing needed support, or taking timely steps to address barriers. 

Fifth, while the idea of grading students like shoes provided an efficient way for teachers to teach more students, there remain limits on how many students a teacher can effectively support. It is true that many of the limitations present at the time grading was adopted no longer exist today. We know much more about how learning occurs and how to nurture it, and technology can help us to customize experiences and track progress in real time. Regardless, the ability to assign grades should not serve as a reason to continually expand the number of students teachers are expected to support.  

The time has come to re-examine the traditional practice of assigning a single grade to such a complex process as learning. Students, parents, and others with an interest in learning progress and performance deserve more informative and actionable indicators of where learning has occurred, how much learning has occurred, and what needs to be done to see that expected learning will occur.  

Mental health is a serious and persistent issue in our schools and our profession. The toll of multiple pressures and accumulated experiences from the past few years has left a heavy burden on our sense of well-being, our attitudes toward life and each other, and even our physical health.  

We hear a lot about the importance of self-care, finding balance, and “taking the long view.” While good advice, such urgings can fall short of countering the emotional burdens we carry. We often need more support than we can manage on our own.  

Fortunately, there is a powerful counterforce to the feelings of frustration, isolation, and loneliness that threaten to sap our energy, dissipate our motivation, and undermine our commitment. That connecting, energizing, and reassuring force is the presence and practice of empathy.     

Empathy, of course, is different from sympathy. Sympathy is feeling sorry for someone’s circumstance or having someone feel sorry for us. Sympathy is not a strong connector. Empathy, on the other hand, involves understanding and sharing the experiences, perceptions, and feelings of others. Empathy builds an emotional and cognitive connection.   

Empathy also offers mutual benefits. The person who is experiencing empathy from others feels supported, understood, and cared for. At the same time, the person who is extending empathy experiences the benefits of connecting with and helping others. When people feel connected, understood, and respected, they are more likely to be motivated and emotionally healthy. Let’s explore six additional ways in which empathy can support our mental health. 

First, empathy builds trust. It allows us to be authentic and transparent. Empathy seeks understanding, not confirmation of our predispositions, and can reveal the positive intentions of others while dispelling suspicions and negative assumptions about others’ motivations and actions.  

Second, empathy helps to form and maintain relationships. It builds a sense of connectedness and understanding and nurtures feelings of belonging. Empathy can carry relationships through tough times, even when we may be caught in conflict and disagreement. 

Third, empathy reduces levels of anger and frustration. By being empathetic, we can see and value the perspectives of others. Empathy can replace hostility with understanding, and it can counter the toll that chronic anger takes on our mental health.  

Fourth, empathy can help us to discover solutions to challenges and conflicts. The quality of being empathetic supports communication that is more open and creative. Empathy opens doors to mutual understanding; solutions can emerge naturally from open, honest, and respectful exploration.  

Fifth, empathy can help us to become more resilient. As we understand the experiences and perspectives of others, we can become more aware of and better able to regulate our own emotions. The experiences of others also can be an inspiration and lead us to higher levels of courage and determination.     

Sixth, practicing empathy with others can support us to be more self-empathetic. We can be exceedingly hard on ourselves, especially during times of challenges and stress. When we consistently extend empathy to others, it can become easier to pause, reflect, and build self-understanding. It can even lead us to forgive ourselves when we otherwise may become trapped in guilt.  

Of course, we need to recognize that there are limits to the depth and breadth of the empathy we extend. At times, we may need to set limits to avoid becoming overly immersed in the emotions and struggles of others. Like any behavior, too much of a good thing can diminish its benefits and counter its contributions to our health and success. Empathy is no exception, but practicing it wisely can be its own form of mental-health protection. 

We know the importance of creating a culture of belonging for young learners. When students feel that they belong, they are happier, and they engage more—and learn more. Students who feel connected also better relate to other students and are less likely to engage in unacceptable behavior. As educators, we design activities and build school and classroom cultures to encourage students to feel connected, accepted, and respected.   

At the same time, we may not give as much thought and effort to creating a culture of belonging for adults, despite the fact that a sense of connectedness, acceptance, and respect is no less important for us than it is for our students. When we feel that we belong, we spend less time worrying about social interactions, the perceptions of others, and how to fit in. In short, we experience less stress, worry, and anxiety about our work and relationships.  

Of course, many of the same factors that lead to a sense of belonging for young people apply to the experience of adults. Consistent with our efforts to create a culture of belonging for our students, we need to be intentional in our work to build this type of culture for adults. Here are seven key elements and actions that can create and sustain a culture of belonging, one we can all enjoy.  

We can start by assuming the positive intentions of each other. Assuming the positive intentions of others, even when we are not sure of their motivation, can generate a wide array of positive outcomes. In fact, assuming positive intentions is the first step in building and maintaining trust, whether in personal relationships with colleagues or on professional teams. Assuming positive intentions leads to better, stronger relationships, creates better opportunities for understanding and resolving conflicts, and encourages others to respond with trust. 

Second, we can embrace vulnerability. Vulnerability means being willing to admit that we do not always have all the answers. Sometimes, we need to learn, and we may need to ask for help. Doing so conveys value and respect to those around us. When we accept our vulnerability, the barriers that divide us and arouse our fears dissipate. We open ourselves to the ideas and efforts of others who can help us to find solutions to the problems that confront us.  

Third, we can show empathy. Empathy is a search to understand others. When we commit to listen and appreciate the experiences and perspectives of others, we gain access to important information and insights that can inform our perspectives and build our compassion. Empathy is the secret ingredient for getting through tough times together.  

Fourth, we need to value kindness over niceness. Niceness is calculated to have the other person feel good, even if the truth or reality is not consistent with our words and actions. Being nice can be a way of avoiding conflict or hurt feelings. Kindness takes the interests of the other person into consideration but goes beyond solely wanting to make the other person feel good; it includes sharing what another person may need to know or guidance that would be beneficial, even when what is said or done may cause discomfort.  

Fifth, we can choose to share our experience, knowledge, and wisdom. Sharing our expertise, coaching, and mentoring builds collective capacity. Sharing is an act of generosity and connection building. It is a gesture of caring and trust. Our collective knowledge, skills, and expertise exceeds what any one person can possess. Sharing makes us all better and stronger.  

Sixth, we need to be quick to forgive. Disagreements, thoughtless words, and ill-considered actions are unavoidable in communities. When we experience slights and thoughtlessness, we can feel let down, unvalued, and isolated. We need to address and resolve the situation as quickly as we can. Holding grudges and harboring private hurts damages us, holds us back, and deprives us of connections that can feed our emotional needs. Holding grudges can also isolate us and undermine community cohesiveness.  

Seventh, we can choose to maintain an attitude of gratitude. Gratitude embraces life in all its forms. We can feel grateful both in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than being self-centered. It can lead us to move past quick, superficial expressions of thanks to pause and actually feel the emotion of the moment. Gratitude is a powerful relationship builder, and it reminds us of what is good in our relationships. An attitude of gratitude binds us to others by making them feel valued and appreciated.  

Working in a culture of belonging can make all the difference between feeling as though we are just doing a job and being part of a collective mission. A culture of belonging reassures us of our value. It frees us to take risks and admit when we are not fully successful. It is not always easy to build and maintain a culture of belonging, but when challenges arise, when we are going through difficult times, or when we just need to feel accepted and respected, a culture of belonging can be an amazing thing.

Author’s Note: The ideas shared in this blog were collected through an informal literature scan requested by a regional group of superintendents who were struggling to find ways to improve the experiences of teachers, communicate respect and understanding, and increase the rates at which they choose to stay in teaching. The list was used to generate discussion, compare ideas and practices, and produce additional ideas to address this important set of challenges.

Teachers are departing the profession at an alarming rate. Distressingly high numbers of teachers indicate that they are considering leaving the profession—and may do so soon. Even those who plan to stay are reporting high levels of frustration and fatigue.

Obviously, there are forces and factors at play that are beyond the control and influence of teachers, principals, and even superintendents. Unacceptably low levels of funding for compensation, aggressive political agendas, and an overall lack of value placed on the work of teachers have led to higher levels of stress and lower levels of satisfaction.

Nevertheless, there are several ways in which we can make the work of teachers more sustainable, communicate more authentic appreciation, and convey greater respect. Here are ten ideas worth considering. Most of the ideas will work best if considered and planned jointly involving teachers and administrators. Some of the options might fit better in some contexts and circumstances than in others. Some will require funding, while others require no cost. Some might be implemented as they are presented, while others will need customization. The key is to explore what can be done and what will matter, and then act.

A good place to start might be to increase the flexibility for teachers’ use of time. Historically, teaching has presented a highly structured, minimally flexible, and predictable schedule and calendar. However, the pandemic, in addition to technology and other tools, has opened the possibility to offer greater flexibility than an ironclad 8:00-3:30 schedule. Offering flexible schedules that may include later starts, earlier starts, evening classes, and other options might better meet the needs of some teachers and students. Flex schedules and shorter school terms, with options not to teach every term, might add variety and better accommodate the needs of teachers with other demands and responsibilities beyond their teaching, while not disrupting learning continuity.

Another area worthy of attention is how we demonstrate appreciation and respect. Rather than one-size-fits-all recognition and the same tokens offered to everyone, we can take the time to tailor our appreciation to the needs and preferences of individuals. For some, this shift may mean that we offer our appreciation in a personal and private setting. For others, appreciation may be more meaningful if provided in terms of technology and other tool upgrades and learning opportunities. The key is to offer recognition that is meaningful to each specific individual.

We might also think about low-cost, customizable benefits to offer. For example, might teachers be given access to childcare support? Maybe a relationship with a local house-cleaning service could result in discounted services for employees? Or might there be a way to offer selected concierge-type services for unexpected needs and emergencies that teachers can tap into for assistance to reduce stress and save time? Car mechanics on call, appliance repair services, or personal technology repair might be examples.

What if we established a practice or policy to reduce outside-of-school-hours expectations for communication and other responsibilities? For the most part, evening emails, texts, and other reach-outs could wait until morning without significant harm or disaster. Of course, for this expectation to work, several common habits and widely held assumptions about the work of teachers may need to be adjusted. Here, technology may be part of the cause as well as part of the solution. Think about artificial intelligence and how it might increase productivity and reduce time demands.

Yet another area worthy of consideration is finding ways to reduce the number of simultaneous initiatives underway. Where possible, existing initiatives might be integrated to reduce redundancy in training and practice shifts. The scope of initiatives might be narrowed to reduce the investment of human capital while increasing the focus on outcomes. Any efforts that reduce the experience of initiative fatigue will likely be welcomed.    

Another high potential focus is to find ways to increase the voice of teachers in planning and decision-making in areas of interest and impact on their work. As examples, the composition of teams might be a blend of assignments and volunteers. Teachers might be surveyed and provided other opportunities to provide input on the design of schedules and use of space. Of course, a careful balance needs to be struck so that teachers are not taking on additional burdens in areas that are not relevant to—and have a negative impact on—their time and work.

We can make it a priority to ensure the presence of a transparent, effective, and consistent approach to prevent, minimize, and manage student misbehavior. There is broad consensus that student behavior in the aftermath of the pandemic has changed and is often more challenging. An effective and sustainable approach to preventing problems, minimizing disruption, and maintaining an environment of safety, inclusiveness, and belonging can make a huge difference.  

Still, there exists another important opportunity to enhance the experience and improve the effectiveness of teachers’ involvement in professional learning that is meaningful, timely, and useful. Here we can maximize the professional learning choices, options, and opportunities available. The days of one-size-fits-all as an effective professional learning strategy have passed, if they ever existed at all. The challenge is to strike an appropriate balance between meeting individual professional interests and needs and addressing organization priorities and expectations.

Where possible, we might reduce the number and length of non-teaching related tasks and non-professional responsibilities assigned to teachers. Traditionally, teachers have managed everything from meeting buses in the morning, to playground duty, to study hall supervision, and after-school detention. While teachers are often effective at performing these tasks, the tasks do ultimately cost teachers time that could be spent designing learning experiences, collaborating with colleagues, and conferencing with students. Where practical, non-certified staff and, in some cases, trained volunteers might assume some of these tasks.

Finally, and maybe most obviously, we need to do what we can to manage the number of meetings teachers must attend. We can then focus attention on those meetings where teachers add the greatest value and where information and action cannot be handled via other means. Information sharing does not necessarily require a physical meeting. Even some discussions and decisions can be managed via technology. Without question, some meetings are a must. But even cancelling and eliminating a few meetings here and there can make a significant difference. 

Trying to implement all or most of these ideas at once may be a recipe for failure. However, selecting a few areas, initiating a dialogue, listening, and making even a few well-considered changes can be an important start. Conversation and collaboration will be the keys to improving the experience and satisfaction of teachers.

Might it be true that almost anyone can learn almost anything? And if it’s true, how might we approach the challenge of developing high levels of learning for the wide variety of students whose learning we want to develop? The results of a major study released by Carnegie Mellon University earlier this year may provide the answers.

The study drew from 1.3 million observations across 27 datasets involving students from elementary to college level courses in math, science, and language. The results provide several interesting and promising insights about learning and how we can help our students become successful, especially when challenged by certain learning tasks.

First, a caveat: Students need to be ready to learn for any set of strategies to be successful. If students aren’t ready and willing to engage, the best instruction and learning strategies provide little effect. We need to prepare students for learning by stimulating interest, sparking curiosity, helping them to see a purpose, or otherwise generating a level of commitment necessary to invest energy and persist at a reasonable level. Of course, this step requires us to know our students and have a relationship strong enough to be influential. Nevertheless, once students are ready to learn, we need to help them move forward. Here’s where the Carnegie Mellon study can be most helpful.

Second, two definitions: A skill is something that’s learnable. Talent is the rate at which you can acquire a particular skill. Talent according to the researchers is largely determined by background knowledge and experience. Of course, knowledge and experience come from interest and engagement. Still, the researchers found that despite variations in where learners begin their learning journey, the rate at which learning occurs from one instruction and practice session to the next is surprisingly consistent. In the end, the level of learning or skill mastery achieved is more likely to be determined by persistence than initial talent.

So, what’s the powerful strategy that can lead to almost anyone learning almost anything? It starts by identifying the specific skill or set of concepts to be learned. Next, we need to break down, or “chunk” the complex skill or concepts into the component parts of which it’s comprised. The size and complexity of these “chunks” depend on the complexity of the skill or concept involved and the background knowledge and experience learners brings to the learning task. As examples, success in geometry requires understanding of relationships between points, lines, surfaces, angles, and shapes. Learning calculus requires mastering the fundamentals of algebra, functions, and graphs, as well as solving linear and quadratic equations and other processes.

These subskills or concepts become the focus of a series of cycles of learning and practice, known as deliberate practice.* Deliberate practice features a clear learning goal, embedded instruction, initial and subsequent attempts, followed by additional instruction, feedback, reflection, and application. The researchers found that seven cycles of learning and deliberate practice are adequate to master most skills and learn most concepts. In fact, they labeled this part of the learning process the “Rule of 7.”

The researchers also noted that for attainment of skill mastery and concept knowledge to be successful, students need supportive learning conditions. They need access to necessary resources to support their learning. They need coaching and feedback to help them remain focused and on track. Progress tracking can provide timely information that provides encouragement and supports reflection. The ongoing attention and engagement of an influential adult also can add crucial emotional support.

Additionally, learners can focus their learning and increase learning retention by frequently self-testing as they learn. The process of developing self-questions, formulating responses, and identifying areas in need of review or further study focuses attention and signals the brain that this information is important for long-term storage. Of course, occasionally returning to previously learned skills and concepts for review and reflection further embeds learning in the brain and extends recall.

We know that students come to us with varying background information and experience. However, it’s helpful and hopeful to note that regardless of background our students can learn challenging content and master difficult skills. The key is to provide manageable “chunks” for learning and engage learners in deliberate practice, with supportive learning conditions. The bonus of self-testing and distributed practice can make the learning long-lasting and accessible when needed.

**The concept of deliberate practice was discussed in greater detail in IYC: When Learning Requires Heavy Lifting on October 5, 2021