[Applause] Peter was ready to retire he had been
Peter was ready to retire he had been
Peter was ready to retire he had been teaching for over 26 years in like many
teaching for over 26 years in like many
teaching for over 26 years in like many teachers spent the majority of that time
teachers spent the majority of that time
teachers spent the majority of that time teaching in isolation it was just him
teaching in isolation it was just him
teaching in isolation it was just him and his students year in and year out
and his students year in and year out
and his students year in and year out and quite frankly Peter didn’t feel like
and quite frankly Peter didn’t feel like
and quite frankly Peter didn’t feel like he was making the progress that he
he was making the progress that he
he was making the progress that he wanted to the reality was it he didn’t
wanted to the reality was it he didn’t
wanted to the reality was it he didn’t feel like his kids were either Peter was
feel like his kids were either Peter was
feel like his kids were either Peter was simply losing the passion for the
simply losing the passion for the
simply losing the passion for the profession it turns out Peters not alone
profession it turns out Peters not alone
profession it turns out Peters not alone according to a Gallup poll over 70% of
according to a Gallup poll over 70% of
according to a Gallup poll over 70% of teachers in these united states report
teachers in these united states report
teachers in these united states report not feeling engaged in their work and
not feeling engaged in their work and
not feeling engaged in their work and what’s more teacher job satisfaction
what’s more teacher job satisfaction
what’s more teacher job satisfaction right now is it a 25 year low we clearly
right now is it a 25 year low we clearly
right now is it a 25 year low we clearly need to rethink how we attract and
need to rethink how we attract and
need to rethink how we attract and retain teachers in the United States the
retain teachers in the United States the
retain teachers in the United States the reality is is that most teachers spend
reality is is that most teachers spend
reality is is that most teachers spend the majority of their time in front of
the majority of their time in front of
the majority of their time in front of students teaching they very rarely have
students teaching they very rarely have
students teaching they very rarely have an opportunity to engage in genuine
an opportunity to engage in genuine
an opportunity to engage in genuine professional learning with their
professional learning with their
professional learning with their colleagues such that they can
colleagues such that they can
colleagues such that they can continually improve their practice on an
continually improve their practice on an
continually improve their practice on an ongoing basis I propose that we change
ongoing basis I propose that we change
ongoing basis I propose that we change this paradigm what if teachers spent
this paradigm what if teachers spent
this paradigm what if teachers spent more time in the learning zone in less
more time in the learning zone in less
more time in the learning zone in less time in the performance zone
time in the performance zone
time in the performance zone what if teachers spent 60% of their time
what if teachers spent 60% of their time
what if teachers spent 60% of their time teaching yes but then dedicated that
teaching yes but then dedicated that
teaching yes but then dedicated that remaining 40% to engage in ongoing
remaining 40% to engage in ongoing
remaining 40% to engage in ongoing professional learning the type that
professional learning the type that
professional learning the type that would help them continuously improve
would help them continuously improve
would help them continuously improve their practice I call this the 60/40
their practice I call this the 60/40
their practice I call this the 60/40 model so what does it look like let’s
model so what does it look like let’s
model so what does it look like let’s return to Peter rather than spending
return to Peter rather than spending
return to Peter rather than spending most of his day in a week now teaching
most of his day in a week now teaching
most of his day in a week now teaching in isolation
in isolation
in isolation Peter regularly engaged
Peter regularly engaged
Peter regularly engaged with colonies they meet together to plan
with colonies they meet together to plan
with colonies they meet together to plan a lesson ask each other hard questions
a lesson ask each other hard questions
a lesson ask each other hard questions they have an opportunity to watch one
they have an opportunity to watch one
they have an opportunity to watch one another or a colleague teach that lesson
another or a colleague teach that lesson
another or a colleague teach that lesson and then at the end they come together
and then at the end they come together
and then at the end they come together and they provide one another the rich
and they provide one another the rich
and they provide one another the rich descriptive feedback the kind necessary
descriptive feedback the kind necessary
descriptive feedback the kind necessary to improve that lesson this is similar
to improve that lesson this is similar
to improve that lesson this is similar to a clinical model in the medical
to a clinical model in the medical
to a clinical model in the medical profession imagine you’ve got a doctor
profession imagine you’ve got a doctor
profession imagine you’ve got a doctor who takes the time to diagnose her
who takes the time to diagnose her
who takes the time to diagnose her patients but never really takes the time
patients but never really takes the time
patients but never really takes the time to invest in developing the knowledge
to invest in developing the knowledge
to invest in developing the knowledge and skills necessary to cure those
and skills necessary to cure those
and skills necessary to cure those patients is this the doctor that you
patients is this the doctor that you
patients is this the doctor that you want operating on you well as it turns
want operating on you well as it turns
want operating on you well as it turns out there’s ample evidence from the
out there’s ample evidence from the
out there’s ample evidence from the literature on successful schools that
literature on successful schools that
literature on successful schools that embracing a 60-40 model not only helps
embracing a 60-40 model not only helps
embracing a 60-40 model not only helps to improve teaching and learning and
to improve teaching and learning and
to improve teaching and learning and ultimately student outcomes but it also
ultimately student outcomes but it also
ultimately student outcomes but it also dramatically it reengaged as teachers
dramatically it reengaged as teachers
dramatically it reengaged as teachers and motivates them to direct solutions
and motivates them to direct solutions
and motivates them to direct solutions to the challenges I posed earlier the
to the challenges I posed earlier the
to the challenges I posed earlier the wonderful thing is is that this is
wonderful thing is is that this is
wonderful thing is is that this is happening something similar right
happening something similar right
happening something similar right outside our back door in Haman’s Pueblo
outside our back door in Haman’s Pueblo
outside our back door in Haman’s Pueblo in New Mexico at the hey med day school
in New Mexico at the hey med day school
in New Mexico at the hey med day school at hey mez principal freddy in the staff
at hey mez principal freddy in the staff
at hey mez principal freddy in the staff have built a really effective
have built a really effective
have built a really effective professional learning model into their
professional learning model into their
professional learning model into their daily structure so that all teachers in
daily structure so that all teachers in
daily structure so that all teachers in the school have an opportunity to
the school have an opportunity to
the school have an opportunity to improve their practice on an ongoing
improve their practice on an ongoing
improve their practice on an ongoing basis peter is a teacher at Herman’s day
basis peter is a teacher at Herman’s day
basis peter is a teacher at Herman’s day school another teacher at hey miss day
school another teacher at hey miss day
school another teacher at hey miss day school
school
school Mia beans when she shared with me her
Mia beans when she shared with me her
Mia beans when she shared with me her excitement around engaging in these peer
excitement around engaging in these peer
excitement around engaging in these peer coaching cycles she told me that for the
coaching cycles she told me that for the
coaching cycles she told me that for the first time she had in her career she had
first time she had in her career she had
first time she had in her career she had an opportunity to watch her colleagues
an opportunity to watch her colleagues
an opportunity to watch her colleagues teach in she got excited and what’s more
teach in she got excited and what’s more
teach in she got excited and what’s more she said that that experience was
she said that that experience was
she said that that experience was helping to elevate the school
helping to elevate the school
helping to elevate the school professional culture another teacher at
professional culture another teacher at
professional culture another teacher at Haman’s day school
Haman’s day school
Haman’s day school tray discussed how he regularly engages
tray discussed how he regularly engages
tray discussed how he regularly engages with his colleagues to look at student
with his colleagues to look at student
with his colleagues to look at student work and how this professional learning
work and how this professional learning
work and how this professional learning design catalyzes rich discussions around
design catalyzes rich discussions around
design catalyzes rich discussions around content and pedagogy Peter Patrick and
content and pedagogy Peter Patrick and
content and pedagogy Peter Patrick and Mia all insist that spending more time
Mia all insist that spending more time
Mia all insist that spending more time in the learning zone has dramatically
in the learning zone has dramatically
in the learning zone has dramatically helped them be more effective teachers
helped them be more effective teachers
helped them be more effective teachers but also re-engage in excited them about
but also re-engage in excited them about
but also re-engage in excited them about the teaching profession allow me to
the teaching profession allow me to
the teaching profession allow me to introduce to you three amazing teachers
introduce to you three amazing teachers
introduce to you three amazing teachers ed Haman’s day school after being out of
ed Haman’s day school after being out of
ed Haman’s day school after being out of the classroom for a number of years as a
the classroom for a number of years as a
the classroom for a number of years as a math coach I returned back in the
math coach I returned back in the
math coach I returned back in the classroom as a second grade teacher and
classroom as a second grade teacher and
classroom as a second grade teacher and we started peer observation sessions
we started peer observation sessions
we started peer observation sessions with my colleagues and wow what a
with my colleagues and wow what a
with my colleagues and wow what a powerful tool that is I’ve been teaching
powerful tool that is I’ve been teaching
powerful tool that is I’ve been teaching over 30 years I was coming towards the
over 30 years I was coming towards the
over 30 years I was coming towards the end of my career and I was already
end of my career and I was already
end of my career and I was already making plans what comes next I went back
making plans what comes next I went back
making plans what comes next I went back to get another master’s degree and this
to get another master’s degree and this
to get another master’s degree and this really motivated me the work that we do
really motivated me the work that we do
really motivated me the work that we do is empowering because not only do we get
is empowering because not only do we get
is empowering because not only do we get to work with our peers but the work that
to work with our peers but the work that
to work with our peers but the work that we do really helps our students now
we do really helps our students now
we do really helps our students now rather than later observing other other
rather than later observing other other
rather than later observing other other teachers within my own school it’s
teachers within my own school it’s
teachers within my own school it’s amazing to see the expertise education
amazing to see the expertise education
amazing to see the expertise education was a great career and it still is for
was a great career and it still is for
was a great career and it still is for me because that’s because of this model
me because that’s because of this model
me because that’s because of this model note that we did at a school
[Applause]
[Applause] for the last nine years I’ve been
for the last nine years I’ve been
for the last nine years I’ve been working diligently alongside my
working diligently alongside my
working diligently alongside my colleagues at the Los Alamos National
colleagues at the Los Alamos National
colleagues at the Los Alamos National Laboratory Math & Science Academy to
Laboratory Math & Science Academy to
Laboratory Math & Science Academy to help teachers and school leaders build
help teachers and school leaders build
help teachers and school leaders build professional learning systems into their
professional learning systems into their
professional learning systems into their workday in what we’ve discovered is
workday in what we’ve discovered is
workday in what we’ve discovered is quite frankly really encouraging
quite frankly really encouraging
quite frankly really encouraging teachers regularly report that they’re
teachers regularly report that they’re
teachers regularly report that they’re making more progress in their work and
making more progress in their work and
making more progress in their work and since progress is a fundamental driver
since progress is a fundamental driver
since progress is a fundamental driver of intrinsic motivation those same
of intrinsic motivation those same
of intrinsic motivation those same teachers report being more excited and
teachers report being more excited and
teachers report being more excited and motivated about the work that they’re do
motivated about the work that they’re do
motivated about the work that they’re do more motivated to come to work on a
more motivated to come to work on a
more motivated to come to work on a daily basis this is not a radical idea
daily basis this is not a radical idea
daily basis this is not a radical idea it’s being done by Toyota and other
it’s being done by Toyota and other
it’s being done by Toyota and other successful companies around the world
successful companies around the world
successful companies around the world it’s also being done by the world’s
it’s also being done by the world’s
it’s also being done by the world’s leading school systems most notably
leading school systems most notably
leading school systems most notably Singapore Finland in Japan and what’s
Singapore Finland in Japan and what’s
Singapore Finland in Japan and what’s more in these same school systems that
more in these same school systems that
more in these same school systems that have embraced professional learning as a
have embraced professional learning as a
have embraced professional learning as a core feature teachers report higher job
core feature teachers report higher job
core feature teachers report higher job satisfaction allow me to introduce to
satisfaction allow me to introduce to
satisfaction allow me to introduce to you two more teachers amazing teachers
you two more teachers amazing teachers
you two more teachers amazing teachers at hey Mazz and principal freddy I think
be more empowered in our own work
be more empowered in our own work because the staff that are taking
because the staff that are taking
because the staff that are taking ownership of this that I think that has
ownership of this that I think that has
ownership of this that I think that has really allowed us to take the lead on
really allowed us to take the lead on
really allowed us to take the lead on this and we can see the true benefits of
this and we can see the true benefits of
this and we can see the true benefits of this which is really the students what’s
this which is really the students what’s
this which is really the students what’s exciting to me as principal is when I
exciting to me as principal is when I
exciting to me as principal is when I walk through and see the process going I
walk through and see the process going I
walk through and see the process going I get real proud because it’s all
get real proud because it’s all
get real proud because it’s all initiated by them and it’s all carried
initiated by them and it’s all carried
initiated by them and it’s all carried out by each teacher all that I think has
out by each teacher all that I think has
out by each teacher all that I think has really opened my eyes into what highly
really opened my eyes into what highly
really opened my eyes into what highly effective school could be and I feel
effective school could be and I feel
effective school could be and I feel like it’s really taking my teaching to
like it’s really taking my teaching to
like it’s really taking my teaching to the next level now I’m in my 11th year
the next level now I’m in my 11th year
the next level now I’m in my 11th year of teaching and I feel like I am still
of teaching and I feel like I am still
of teaching and I feel like I am still getting better it’s phenomenal to see
getting better it’s phenomenal to see
getting better it’s phenomenal to see what happens as you watch the staff take
what happens as you watch the staff take
what happens as you watch the staff take ownership and take a leadership role in
ownership and take a leadership role in
ownership and take a leadership role in their own professional development
quite frankly embracing a 60-40 model
quite frankly embracing a 60-40 model validates teaching as a profession
validates teaching as a profession
validates teaching as a profession it says to teachers we value you as
it says to teachers we value you as
it says to teachers we value you as professionals and we’re willing to
professionals and we’re willing to
professionals and we’re willing to invest in you and the system in which
invest in you and the system in which
invest in you and the system in which you work so that you have an opportunity
you work so that you have an opportunity
you work so that you have an opportunity to get better on a daily basis is it
to get better on a daily basis is it
to get better on a daily basis is it easy no it’s gonna take time and effort
easy no it’s gonna take time and effort
easy no it’s gonna take time and effort from all involved especially a school
from all involved especially a school
from all involved especially a school leader who knows how to make it happen
leader who knows how to make it happen
leader who knows how to make it happen but we’re practitioners in the field
but we’re practitioners in the field
but we’re practitioners in the field working in a northern New Mexico context
working in a northern New Mexico context
working in a northern New Mexico context on a daily basis and our observations
on a daily basis and our observations
on a daily basis and our observations are consistent with the world’s leading
are consistent with the world’s leading
are consistent with the world’s leading school systems embracing a 60-40 model
school systems embracing a 60-40 model
school systems embracing a 60-40 model not only helps to improve teaching and
not only helps to improve teaching and
not only helps to improve teaching and learning but also re-engage and motivate
learning but also re-engage and motivate
learning but also re-engage and motivate excite teachers of all kinds especially
excite teachers of all kinds especially
excite teachers of all kinds especially the ones like Peter who might have been
the ones like Peter who might have been
the ones like Peter who might have been questioning leaving the profession I ask
questioning leaving the profession I ask
questioning leaving the profession I ask that you challenge the status quo asked
that you challenge the status quo asked
that you challenge the status quo asked your policymakers to make the 6040 model
your policymakers to make the 6040 model
your policymakers to make the 6040 model a reality in our New Mexico schools
a reality in our New Mexico schools
a reality in our New Mexico schools advocate that teachers spend more time
advocate that teachers spend more time
advocate that teachers spend more time in the learning zone and if we do our
in the learning zone and if we do our
in the learning zone and if we do our teachers our students and our
teachers our students and our
teachers our students and our communities like that of hey mez will
communities like that of hey mez will
communities like that of hey mez will flourish
”
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