Part 1, I meandered a bit as I contemplated success on a more micro or personal level. It had occurred to me that I, at least, need to success on an individual level before I can see success across a broader spectrum.
In Part 2, I want to talk about how we view success over time. Let me give you a bit of context. I work with schools and school districts for a variety of reasons. When I work with individual teachers, we talk about their goals--what do they want to achieve during and as a result of our time together? We rarely, if ever, talk about what the end result will look like or sound like because it is tied to their pedagogy, so could be hard to measure; however, it is possible to know that there is growth or change. When I work with schools and districts, we talk about their goals, too--again, what do they want to achieve during and as a result of our time together? This is much harder to define because I'll be working with different teachers at different grade levels and often in different content areas.
Some years ago I was working as a consultant for a company for which I was doing product training. One of the administrators said he would consider our work successful if his teachers was using that product at least three times a week. I balked a little. Yes, it's a benchmark, I thought, but it's a false benchmark because it may not make pedagogical sense for them to use it three times in a particular week. And what if they use it five times in a week? Do they get "credit" towards a week when they use it less than three times? We talked through his proclamation, but I also realized his conundrum because how else was he going to measure "success"? After all, we know there are multiple factors that could yield what we consider a successful day for a teacher and his students, and we have to realize that if 24 of those students have a good day and 1 does not, it's still a good day overall.
It's this kind of thinking that prompts my own contemplation of how we connote and denote success.
For any given initiative in a school or district, how does one measure success? More students are doing better on tests? Attendance is better? Reports of student misbehavior is down? Teacher morale is better or up? Some of those things are measurable and others are anecdotal, more subjective.
Is there a correlation of a single initiative to student performance? No. What if there are three or four initiatives? How can anyone know if there is overflow of one initiative into another that is helping improve student test scores or performance on tasks or attitudes in school?
What about administrator support? For any given initiative in a building, were participants voluntold or given opportunity to apply or raise their hands? What kind of administrator support is there for any or all of the initiatives? Is that support equal? Does support need to be equal?
What about the role of the consultant? I work in one school district in which there are at least three distinct initiatives for which there are at least three specific consultants. How effective are we and how does the administrator or the teachers measure our effectiveness? I know how I'd report out for that school district and I know that my success self-assessment would be different for each building. Overall, however, I think they're doing a great job and I've seen a lot of growth over the past couple of years. Can I measure that growth and provide specific success factors? Um, no.
So where am I going with this? I know there are those who will tell you that you have to have benchmarks with timelines, that you have to have S.M.A.R.T. goals that are specific, measurable, achievable, relevant, and time-bound. I think that's a worthy objective and I think it makes sense to use the S.M.A.R.T. goals guidelines.
When I start working with teachers and administrators, I invite them to identify a goal for us. Most of them find something fairly concrete, others have far too many things they want to address. We pick one or two things on which to work for the semester. We revisit those goals periodically through our time together and they make adjustments once they have a more realistic view of what they really want to focus on. We think in S.M.A.R.T.-like terms. At the end of the semester or the year, we review. Most administrators are happy with what they've seen and hear.
It's not about test scores. It's about teachers making changes in their pedagogy and students being more engaged. It's hearing different kinds of conversations from students and their parents, from having different kinds of conversations with teachers. It's having teachers will to do quick "show and tell" events with their colleagues. It's a change in culture, a change in atmosphere and attitude.
It's about teachers feeling like they've re-connected with what made them want to teach in the first place. It's about teachers feeling like they have an ally as well as a coach, someone who can and will listen to them vent without judgment or trying to find a reason/excuse/answer, and then helping them work within constraints, or in spite of them.
Success isn't one and done. Success is a slow crawl. It is truly one step forward and three steps back. It is a momentary high followed by a depressingly stressing low. Success is recognizing that today might be a good day or a great day, or not. It is putting in the effort and doing the work, no matter what.
It's about students saying things like "Can we do that again tomorrow?" or "That was the hardest math I've ever done. That was so fun!" or "Can we stay in from recess to finish?".
And maybe it's success for that moment. But it's a moment that everyone felt and saw and experienced. And that gives teachers hope. And that gives students hope and motivation.