Where Students are Our Students, Not Mine or Yours

December 1, 2015 by

ShepherdThese past two weeks have reminded me of something I have always known to be true in my gut and in my heart. Growth and success in schools is built upon a solid foundation of trust and an intrinsic culture of collaboration and mutual support.

Recently, our district hosted two visits to our school and district from educators and policy makers from across the country, I listened to our teachers reiterate to our guests that it is imperative to be engaged in work in a place where you feel safe to take chances and know you will be supported. It seems so simple, yet we all know it is not something that just happens. It takes a lot of time, effort, and patience. It has traditionally been easier for people to work in isolation, rather than put themselves out there with a team and be mutually accountable for the success of ALL students.

Our school and district (Memorial School and the Sanborn Regional School District), along with the Rochester School District, the Epping School District, and Souhegan High School, have been engaged in PACE (Performance Assessment for Competency Education) for over a year. PACE is a first-of-its-kind accountability waiver through ESEA, and was not approved by the federal government until March 5, 2015. The work leading up to this approval has been going on far longer.

Our work in competency education evolved from a simple vision of trying to allow each student to reach his/her full potential in a supportive environment of “Learning for All” seven years ago. We made a commitment to each other that each child in our school was “our student,” not yours or mine. We made a commitment to focus on student issues, not adult issues (this was a big one!). The learning we all have experienced over these seven years has far exceeded what I could have ever imagined. First and foremost, our school continues to be a place in which students come first. I have always believed that happy, engaged students will be more successful students. But each of us has grown professionally in a way that is difficult to quantify.

Our teachers’ depth of knowledge and understanding related to instruction and especially assessment has grown exponentially in the past few years. Many of our visitors see a somewhat traditional school at first glance. Upon looking a little closer, the true depth of our teachers’ work becomes more apparent. Through speaking with our students, who are able to articulate their learning trajectory in a thoughtful manner, or our teachers, who are able to articulate their practice and understanding of the learning progressions for their students to a very high degree, visitors begin to develop a picture of how the work that we have been engaged in for many years is having a transformative impact on practice.

I was reflecting on a story told by Craig Kielburger during the iNACOL conference last week. Mr. Kielburger was sharing a story related to leadership, and referencing the job of a sheep herder. He shared an example of how leaders aren’t out in front, but rather are in the back, ensuring that everyone is moving forward together, similar to how a sheep herder must be amongst the sheep encouraging them to all move forward. This struck me, because it is a perfect example of the responsibility each of us has for all students in our schools.

We are all leaders in our schools. Therefore, it is our collective responsibility to ensure that we are providing support for those within our schools to continue to move forward. As building or district leaders, we can affect these types of changes within our schools and districts, but it is, and always will be, teachers who have the greatest impact in the classroom when provided the support and trust to do what they do best.

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About the Author

Jonathan is the Director of Innovative Projects for the New Hampshire Learning Initiative, overseeing the personalized and competency-based work related to NG2: Next Generation Collaborative Learning Design and the State of New Hampshire’s efforts integrating Work Study Practices into curriculum, instruction, and assessment.

Formerly, Jonathan was principal of Memorial Elementary School in Sanborn Regional School District in New Hampshire. Under his leadership, Memorial became a nationally recognized model professional learning community (PLC) on All Things PLC (allthingsplc.info) and competency-based learning elementary school.

Jonathan lives with his wife and three children on the New Hampshire Seacoast. You can follow Jonathan via Twitter @jvanderels

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1 Comment »

  1. Comment by Paul Leather 11:01 am, December 31, 2015

    “Transformative impact on practice,” four words to define the essential skill of school leadership. Thank you, Jonathan, for showing the way for us all!

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