It's The Principle of the Thing

In a post at the Network Team Institute I described a shift in my thinking with regard to the three deliverables: Common Core Learning Standards, Data-Driven Instruction, and Teacher/Leader Evaluation. I explained how I had previously compartmentalized the three deliverables and how I was rethinking that compartmentalization. Of course these deliverables are interconnected and interdependent. As a result of this shift in thinking we had to adjust the way were planning our work. Rather than separate components for which implementation would proceed in parallel, we reoriented our design to be more integrated with greater overlap. I thought I was enlightened. Not so fast!

Now I've experienced another shift in my thinking that I think is important to write about. This work is not about deliverables. It is not about the next generation of reform. If we speak in terms of deliverables and initiatives and reforms we will simply be the bringers of another new thing. We've all heard the "flavor of the month" or "this too shall pass" remarks. We might be headed in that direction with those same epitaphs on our tombstones. These easy excuses for avoiding change can be averted. Thanks to Giselle Martin-Kneip and the coaching she is providing for a group of Network Teams in Central New York, there's a better way to think about this work. This work is about principles, not deliverables.

When doing this work, we have to talk in terms of principles. Principles of teaching and learning are far superior to any plan, reform, initiative, effort, or deliverable. Don't talk about the Common Core as if it is a unique thing. That can imply that it will pass. The Common Core is the next phase of the evolution of standards. We've always had standards and we always will -- standards are the things we teach; the goals of our system.

Common interim assessments and inquiry teams are discreet manifestations of the use of data. The principle here is data and that's where the focus should be: How do you know?

The third principle at work here is professional practice, not evaluation and supervision. Our practice is the "how" principle. What do we need to do to be effective teachers and leaders whose actions result in the right learning? If we think (and talk) about our practice like physicians talk about practice we are then talking about the principle rather than a specific technique, development, trend, or fad.

In our work, we’re going to change our language and talk about enduring principles of education rather than deliverables and another set of reforms. We think it will make a difference.