What Do We Mean by 'Whole Child'?

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When talking with educators, it is clear that everyone believes in educating the ‘whole child.’ It is almost as if saying anything less would be a self-incriminating statement of “I teach to the test” and risk being shunned by the professional community. In this way, the whole child is interpreted as simply something more than just teaching content. This is unfortunate because the whole child is much more than that. Therefore, it is time we delve into the important question: What do we mean by the ‘whole child.’

http://www.wholechildeducation.org/

In an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children, ASCD has been developing and implementing the Whole Child approach to education since 2007. The Whole Child approach aims to prepare students for the demands of the 21st century by addressing students' comprehensive needs through the shared responsibility of students, families, schools, and communities through the following five tenets:

Whole Child Tenets

•    Each student enters school healthy and learns about and practices a healthy lifestyle.

•    Each student learns in an environment that is physically and emotionally safe for students and adults.

•    Each student is actively engaged in learning and is connected to the school and broader community.

•    Each student has access to personalized learning and is supported by qualified, caring adults.

•    Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

The term ‘whole child’ is often over-simplified and misunderstood. It is not simply the antithesis of teaching to academic standards; it is teaching to those standards and addressing the other needs necessary for students’ long-term development and success.

To this end, this year Washington State ASCD’s monthly Critical Questions will cover a wide range of topics to foster a better understanding of one or more of these Whole Child tents. Please join the conversation with your comments, questions and experiences as we continue to work toward developing the whole child in Washington State and beyond.

Kevin Parr

Fourth Grade Teacher

Lincoln Elementary

Wenatchee School District

parr.k@wenatcheeschools.org

What Does it Mean to 'Be a Learner'?

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Students in today’s classrooms are bombarded with assessments, standards and expectations for growth, but I wonder if they are actually leaving the classroom as learners. Learners, who can access information, think critically about what they read and hear, question sources, wonder deeply, read for enjoyment and purpose, and pursue learning for its own sake. It often makes me ask: “Are they truly leaving my classroom as learners?”

This question led me on a different path at the start of the last school year. Traditionally, we begin with setting the stage for learning and interacting in our classroom: what it means to treat each other with respect, what things we are responsible for, when we share, how we access materials, what it means to be safe in the classroom, getting to know you. Last year, it occurred to me that all of these could be taught through the central goal of ‘Being a Learner.’ We treat each other with respect and concern for safety through our words and actions as learners, and in the process we were reminded of how we too would like to be treated.  We are responsible for our own materials and focus in our work because as learners we need to have our materials at the ready and respect ourselves by engaging with our work. We work smarter when we know who we are, so we used learning style inventories and multiple intelligence surveys to more deeply understand our strengths and limitations. ‘Be a Learner’ became a mantra as students readily engaged with creating the culture and community of our classroom, recognizing their own role and control in making it a reality. Students would often step in to help a classmate to stop talking during instruction or to question off-task behavior with a quiet reminder of ‘Be a Learner.’ The mantra became our springboard for looking at subjects that were new to us, and helped to define our work as scientists, mathematicians, historians, readers, researchers and reporters.

Common Core State Standards and non-cognitive skills also came into play as we began to focus on the Mathematical Practices, the Capacities of English Language Arts and the Habits of Mind. These practices, capacities and habits include concepts like perseverance, demonstrating independence, remaining open to continuous learning, constructing viable arguments, managing impulsivity and comprehending as well as critiquing. These became weekly topics of focus to drive our learning, where we would define the idea and process to understand it, connect with a quote and our personal experiences, provide examples and set Learner Goals, as well as create an art piece or a rubric to assess our work. We often looked for examples in our read aloud books, analyzed characters for these concepts, and did self-assessments of our individual and class progress towards meeting our Learner Goals.

Social-emotional skills came into focus as we incorporated empathy and relationship building. Students began to write weekly goals and affirmations to support their daily work, as well as reflect in writing and through sharing with others how their goals and affirmations were driving their learning. Connections were rich and words like metacognition, growth mindset and interdependence quickly became part of our lexicon. Did students struggle with these ideas? Of course! Sometimes you just want your teacher to tell you where to find the answer, rather than to ask you open ended questions to further your own independence. Did we face bumps in the road? Of course! Routinely coming back to ‘Be a Learner’ helped us to refocus and rededicate ourselves to our overarching goal.

During the last week of school, I had a student ask me a question in relation to a math prompt, “How many weeks in a month and year?” This led me to bring our whole class together for a conversation about ‘Being a Learner’ for the summer. We talked about the fact that I would no longer be at their side or available to guide them towards a resource, so how could they continue to be learners outside our classroom walls? Students initially shared their summer desires to play endless video games and watch TV. As I reminded them of all the work we had done this year and wondered aloud about how they could ‘Be a Learner,’ they began to share multiple creative ideas like researching how to create a video game, building a fort or achieving a milestone at the pool. It made me realize even more the importance of broadening our scope beyond the measureable of test scores and standards, to the essential goals of building capacity within our students to successfully “Be a Learner” in and out of the classroom.

Ann Ottmar

Former 4^th grade teacher

P-5 Math TOSA

Cheney Public Schools

aottmar@cheneysd.org

Are Grades About What Students Earn or What Students Learn?

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Conversations about grading practices can be difficult to approach.  Few schools or school districts have established common grading practices.  One district working to develop common practices came to the realization that, “Grading is one of the most private experiences for students and teachers in the learning process.”  (Erickson, J. 2010) 

No matter how uncomfortable the conversation may be, school leaders in systems without common grading practices should be having conversations with teachers about the impact of grading practices on student success.  Establishing grading practices that are equitable and support student learning requires teachers to challenge their beliefs and think about what grades represent.  Grading practices that promote equity focus on what students learn.  Grading practices that are equitable do not focus on behaviors such as organizational skills or the students access to support systems.

One of the first steps of implementing common grading practices in a school system is to develop a common purpose statement that is agreed upon by all staff.  Schools with firmly entrenched practices may want to take a scholarly approach to this issue by researching current best practices, engaging in book studies and providing opportunities for professional debate and dialogue such as socratic seminars or philosophical chairs.  It is important to acknowledging how difficult it is for teachers to let go of past practices and to provide a safe path to change.

Teacher judgement is a large factor in grading. Assisting teachers to develop belief systems and practices that help them make good judgements focused on student learning benefits the student and the teacher.  Grading systems won’t change without thoughtful and deliberate conversations.  Grading practices are mired in belief systems that cause discomfort among teachers.  Teachers may struggle with change because to change you have to effectively admit that your previous practice was not effective and that is not a comfortable state for some.  Teachers are professionals who want to excel in their job and feel competent.   Admitting you are not sure can be scary. Teachers may not know what the new way of grading will look like and how to go about implementing the changes.  Guiding staff through difficult changes in a way that helps them safely challenge their own beliefs and integrate new ideas will yield positive results for students.

The book, Grading Smarter Not Harder by Myron Dueck (2014) is a great way to start a discussion with around grading practices.  This book inserts actual stories and humor to explain how Dueck’s grading practices have evolved over time.  It illustrates how strategies that work effectively are often found because you attempted a strategy that failed. This non-threatening approach makes it easier for teachers to be willing to take risks and try something new. 

School systems striving for equity must address the issue of grading.  Inconsistent grading practices make it difficult for students who struggle with navigating systems.  This can hinder students progress towards on-time graduation, students’ own beliefs about themselves and even college admission.   The college admission process is extremely competitive.  It is important that we know we are not keeping students out who have the ability to earn and do well even if they don’t show the behaviors we desire.  Let’s work together to make grading about what students learn.

Erickson, J. A. (2010, March). Grading practices: The third rail. Principal Leadership, 10(7), 22–26.

Dueck, M. (2014). Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn. ASCD.

Sally Lancaster Ed.D.,

Principal

Everett High School

Everett School District

slancaster@everettsd.org

Does using Technology in the Classroom Enhance Student Engagement?

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Research on classrooms that have put constructivist teaching and learning models into practice indicates that technology can enhance student engagement and productivity.   More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization (Baker, Gearhart, & Herman, 1994; Dwyer, Ringstaff, & Sandholtz, 1990; Means & Olson, 1995). These role changes--with students moving toward more self-reliance and peer coaching, and teachers functioning more as facilitators than as lecturers--support educational reform goals for all students. 

Technology also can help students develop positive cooperative learning relationships, enabling them to work together while researching topics and creating presentations. In such relationships, students help each other learn. Students with special needs may require more coaching in computer-based activities, but they benefit from the experience of learning with and from other students.

The Toppenish School District believes this whole heartily and has implemented a K-12 STEM program using Project Lead the Way (PLTW).  Project Lead the Way offers a different approach to learning and teaching. Through activity-, project-, and problem-based curriculum, PLTW gives students in kindergarten through high school a chance to apply what they know, identify problems, find unique solutions, and lead their own learning.  This engaging, rigorous program provides tools to empower students and transforms the classroom into a collaboration space where content comes to life.  

Students at Garfield Elementary make
container to keep ice cream cold

Last year, Garfield Elementary School was one of 42 schools across the United States to be chosen to pilot the Project Lead the Way Launch elementary program.  This was especially exciting for the Toppenish School District to finally be able to extend the successful PLTW curriculum from the high school and middle school levels into the elementary.  PLTW Launch gave K-5 students a chance to love STEM at a younger age. Through PLTW Launch, students learn important, future-changing lessons, like it’s okay to take risks and make mistakes, and it’s great to employ critical thinking.  Garfield teachers incorporated GLAD strategies into the program to bring comprehensible input for comprehensible output for our large population of ELL students.  Second grade students created a container to keep their ice-cream frozen and third graders built airplanes that flew using mini I-pads to design their model.  The modules are aligned to Next Generation Science Standards, Common Core State Standards for Math and English Language Arts, and of course the content is highly engaging for students. 

Toppenish Middle School students
designed, built and program
robots for Robotic Tournament

Toppenish School District believes that technology in today’s classroom needs to promote learning activities in which students work in small groups rather than in isolation.  Technology need not be solely designed to teach basic skills, but rather real-world applications that support research, design, analysis, composition, and communication.  Traditionally, schools have not focused on technology as a means to support engaged learning.   When computers are present in schools serving at-risk students, they usually are used for drill-and-practice programs on basic skills rather than as tools to support students in designing their own projects (DeVillar & Faltis, 1991).

The Toppenish School District has invested in teaching our students rigorous and engaging content in science, technology, engineering, and math (STEM). The goal of the STEM initiative is to give our students a wide variety of opportunities to engage in their education by challenging their thinking in math and science.

Anastasia Sanchez

Director, State & Federal Programs    
Toppenish School District

sanchez@toppenish.wednet.edu

Can We Learn This Together?

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Encouraging a culture that supports one another to achieve our goals is imperative. In continuing on from David Cooke’s Critical Question in August, Can You Help Me?, we must provide a supportive environment for learning to be welcomed within our professional community.  When we are faced with the overwhelming sensation of “I don’t know,” how do we develop a culture that accepts this premise?  Hopefully we can initiate the momentum to move in a direction of continuously responding, “Can we learn this together?”   

Teacher leaders, instructional coaches, and administrators should strive to develop a culture that embraces a growth mindset. The following actions serve as a supportive means for establishing a solid foundation of connecting, learning, and growing together:

·   Connect - Provide ample time for educators to connect and build relationships.  Through trusting bonds authentic communication can develop. 

·       Process - Create a safe environment for educators to continuously process their growth goals.  Goals can be revised through continuous conversations to truly identify specific needs.

·      Collaborate - After educators identify others who share similar growth goals, they need time to work together.  Offer routine opportunities for educators to collaborate and make progress towards their goals.

·    Empower - Develop instructional leadership within educators by encouraging them to share their successes.  Allow educators to identify strategies they can pass along from effective implementation within their own classrooms and buildings.  When educators can be empowered to share ideas that support the growth of their colleagues, it is powerful in and of itself.

·     Reflect - Intentionally provide multiple opportunities for reflective practice.  Develop a routine to provide educators time to analyze their progress and establish future goals as they achieve current ones. 

An educator’s career is a learning journey.  As the hurdles of change cross our professional path, we are presented with opportunities to thrive.  These challenges, though, can cause the feeling of isolation, frustration, and defeat.  It is extremely important to reach out to others and remain side-by-side as we travel in new directions on our journey.  Truly embracing challenges in a collaborative nature allows us to find the strength to climb each mountain.  Celebrating success together, when reaching the peak, develops the desire to establish new goals as we descent into the next valley of change.  

The grass is only greener on the other side if we can embrace the learning journey and travel there together.  So reach out to your colleagues as you approach the valley ahead, trying to reach the next mountain peak, and ask, “Can we learn this together?”

Celina Brennan
Multiage Teacher, Salnave Elementary
Cheney Public Schools
cbrennan@cheneysd.org 

Can You Help Me?

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In my first year as a principal I realized that I had a struggling teacher. I was diligent in my assessments and was direct about my concerns with the teacher. It did not take long before the situation became difficult.  The teachers’ union was now involved and the working relationship between the two of us was strained and not conducive to success. A couple of months went by and the situation was grim. The teacher walked into my office and at first I thought another difficult conversation was about to happen. The teacher looked at me, and said, “I know what you are asking but I don’t know how to do it. Can you help me?

The working relationship between the teacher and I changed immediately. Months of building walls and frustration evaporated immediately.  The teacher’s willingness to be so vulnerable in such a dire situation immediately made me reassess my role towards him. He was a person who woke up every morning wanting to do a good job for the kids he worked with. I had found myself losing objectivity.  I realized that I needed to learn how to be a better administrator so that I was open and supportive of teachers who struggled.

Imagine where we would be today if people did not say, “I don’t know what I am doing” or “Can you help me?”  I am sure that these were two questions asked by Lewis and Clark when they were looking for the Northwest Passage. That worked out pretty well for us living in the Northwest.  However in education, these terms seem so rare whether you are a student, teacher or administrator.

I experienced this first hand in my high school junior math class.  Instead of expressing my vulnerability and asking for help, I pretended to know what I was doing, raising my hand when everybody else raised their hand and faked it throughout the year. However I could not hide from the reality of the final assessments, which reiterated what I already knew, which was I could not do it.  Why didn’t I ask for help? The bottom line was that I did not feel safe in that classroom to get the help that I needed. It takes a lot of courage to admit weakness in front of teachers and peers. It has to be the right environment to do so.

Twenty-five years later, this math class still teaches me valuable lessons. I have seen examples similar to mine many times in the classroom.  Students who remain silent in class hoping that their teacher does not expose them for their lack of understanding. Teachers who try to put on a brave face but are struggling with a particular class. Principals who have left the profession because the pressure of improving student learning became an overwhelming task.  In all cases, the problem stems back to the same thing. ‘I am overwhelmed by the task expected of me and I don’t know what to do. However, I cannot admit to my peers that I do not know what to do because I am supposed to know.

There are so many things to learn in education today that it is impossible to be successful at everything. Common Core, TPEP, Student Growth Goals and Smarter Balanced are the latest that all educators need to tackle. While all serve a great purpose, it is a substantial amount to take on as an individual. Why is it not OK to say “I don’t know how to do all of this?" We go to conferences as a way to learn more about these programs but often what educators experience are a one size fits all and so the specific questions and concerns are not always met.

The problem is that in education we are stuck in a situation where we are constantly reminded at all education levels and in the media that nothing short of excellent teaching will put our kids in great peril. Teachers and administrators don’t want to admit they are struggling for fear that they will be seen as failing the kids that they care so much about. How difficult a situation this puts our educators in?

If we are to be successful in the future we must focus on learning environments where “I don’t know” and “Can you help me” are phrases that are encouraged, accepted and supported. This will help create a safe haven where we can eliminate the loneliness that comes with not knowing how to complete a task. “I don’t know” statements can be transformed into group problems of practice. Strategies can be developed around the “I don’t know” so that practical solutions can be developed that meet the needs of the struggling learner.

“Is the world of education truly ready to accept, “I don’t know” as part of the vocabulary for our educators?” Is it OK if we are not masters of all areas? Are teachers and principals safe to admit weaknesses in their practice and be able to find solutions in a safe learning environment?  If we truly want to make change in education than this must be the first step.

If you are an administrator, what is your first response when you hear that a teacher is struggling? Do you provide a safe harbor to allow a teacher to acknowledge their struggle? Do you encourage them to take risks and support them if they fail?  Is “I don’t know,” allowed in your school?

It would only be fair to the readers of this article that I practice what I preach. I have been a principal for ten years and I still have more questions than answers. I would appreciate your help in my problems of practice for the 2014-15 school year. There is many times where I have said, “I don’t know” to the following.

1. Supporting teachers to develop and assess quality Student Growth Goals
2. Building a positive learning relationship with the Hispanic Community
3. Closing the achievement gap for Hispanic and Special Education students

When times are tough in education, it is easy for students, staff and administrators to isolate themselves and try to deal with the problems that they are encountering alone. It often leaves the individual lonely and more frustrated which impacts them and those around them. Now, more than ever it is time to support each other so that we can reach out for help, get the support that we need to help us achieve our goals.

David Cooke
Principal, Jemtegaard Middle School
Washougal School District
david.cooke@washougalsd.org

What Does Your Local Legislator Know About Your Work?

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“The difference between a politician and a statesman is that a politician thinks about the next election while the statesman thinks about the next generation.” –Hillary Rodham Clinton

Policy changes can move slowly and impact people – including our students and teachers – for years while we learn about actual consequences to well-intended mandates.  For those of us used to the crazy pace of the classroom, the geologic-timing of governmental response can be frustrating.  (Although, to be fair, if policy change happened quickly – that would have its own set of consequences.)

Here in Washington State we have what is termed “citizen legislators.”  In general, while the “salary and time required for the job” significantly limits who can serve, it is also “difficult for legislators to obtain and maintain outside employment.” According to the Washington Citizens’ Commission, (Washington) state legislators typically spend about 70% of a full-time job.  Although their income from legislative work is greater than that for (other types of state) legislatures, it is usually not enough to allow them to make a living without other sources of income.

According to a 2012 National Conference of State Legislatures survey, Washington state elected officials have average annual salaries of $42,106. If we take the “70% of a full-time job” figure at face value, this means our elected officials are in jobs that would average annual salaries of … wait for it… $60,151.

Wow.  Why would someone do such a difficult, important job for such paltry compensation?  I mean – the complexity, the stress, the 24/7 public element of the position…it sounds so…so much like…TEACHING.

Clearly, both members of political and educational professions must work from a reserve of passion and dedication, and not omnipotence.  Understanding that they are dedicated, what is the best way for these folks to learn about your day-to-day professional issues?  From YOU.  You and I must engage our citizen legislators and be the teachers we claim to be.  Educate our representatives.

One recent example of this occurred in Eastern Washington.  My colleague Dr. Lambert, from Whitworth University, and I convened a panel of student teachers, mentor teachers, a supervisor, and professors to teach our area senators and representatives about the new exam required of preservice teachers, the educational Teacher Performance Assessment

(edTPA).  One of the legislators left with this comment, “This was one of the best events of this type I have attended.”  Others agreed and thanked us for the format, which was a bit different than what they usually experience.  Instead of asking them to come with all the answers, we invited them to come with questions while we supplied the “testifying panelists.”  Every participant seemed grateful and expressed a desire to work further on the issues together.  I feel great confidence that each of these legislators is going to the state capitol with a much better understanding of what is happening in this area of the profession and will move purposefully toward action that supports quality teaching and learning. 

We felt proactive. We felt like we had been heard.  We did not wait up in the tower, sighing with our head in our hands, hoping that someone would come ask us about the issues of the day.  We refused to gripe… and then sit idle.  Understanding that communication is our duty as good citizens and educators, we felt good as we partnered with our citizen legislators.

We educators always have our eye on the next generation, and so do our legislators.  How can you help our well-meaning citizen legislators to become better informed about our profession?

Suzann Girtz, Ph.D.

Asst. Professor

Teacher Education

Gonzaga University, Spokane, WA

girtz@gonzaga.edu