Maps That Actually Get You There

Janet Cumbee by Janet Cumbee
Leadership Fellow



Key message #1: We build capacity in all.

Intentions are fine, but they will not impact results unless and until they are translated into collective commitments and specific concrete actions. - On Common Ground

Our first rounds of school reviews are completed, and these schools have examined their recommendations and developed plans to address them. As I studied these recommendations, I noticed some common threads among new schools. Many of the review teams indicated schools needed to focus on the following:

  • establishing a consistent practice across the whole school
  • establishing clear rituals and routines and making sure they are implemented consistently
  • developing a common understanding of the purpose and practices of each component of the literacy block
As leaders we know the importance of consistent instruction in our schools. However, knowing its importance and establishing consistency within grade levels and across the schools is no easy task, particularly as you begin to implement new practices. How do we ensure that all teachers understand the expectations related to new practices so they can provide consistency in instruction? How do we ensure that teachers not only know how the components of the literacy block---crafting, composing meaning, invitational groups, and reflection---look, but also the clear expectations for each? How do we build capacity within our faculty to examine these practices and develop together as a team the common understandings and common expectations of these practices?

To answer such questions, a process known as Innovation Configuration Maps (IC maps) will guide us. We will delve into that process at the Winter Conference. For several years, the National Staff Development Council (NSDC) has advocated the use of IC maps. An IC map is a tool that enables teams to clarify a program or practice, to determine what it is and what it is not. It requires the team to state concretely the expectations for the implementation, to identify what is ideal and what is not acceptable. The conversations around the expectations of a particular practice or program are a very powerful aspect. While discussing and/or debating its version of the practice, the team is actually clarifying what the practice is and moving to a common understanding, which should lead to consistent practice within the school. Once these common expectations have been established, the IC maps can be used in a variety of ways. They can guide goal-setting for a new program or practice. The maps can also be used as a tool to assist principals to determine if teachers are stuck at certain points in the map. Then the principal can use the information to determine appropriate supports and/or professional development, which will help move teachers to the ideal.

This year the new schools have been introduced to a wide variety of strategies and practices, such as textmapping, explicit phonics lessons, and components of the literacy block. Other schools are exploring the implementation of accountable talk, book clubs, and inquiry. Principals are exploring ways to implement effective leadership teams, data teams, and professional development. These are areas you may want to consider as topics for our experience with IC maps at the Winter Conference. Think of an area where you want to establish a more consistent practice throughout your school, a practice that needs to be clearly articulated. To paraphrase Debbie Miller (Teaching with Intention), we want our teachers (and leaders) to know who they are and what they are about, to become intentional in our teaching (and leading), to do what we do on purpose and with good reason. Sharpening the practices in your school and ensuring consistency of the practice will lead to intentional teaching and intentional leading.

REFERENCES

DuFour, R, Eaker, R., and DuFour, R., eds. (2005). On common ground: The power of professional learning communities. Bloomington: National Educational Service.

Miller, D. (2008). Teaching with Intention: Defining beliefs, aligning practice, taking action. Portland: Stenhouse Publishers.

Richardson, J. ( 2007). Clarify your vision with an innovation configuration map. Tools for Schools, 11, (1), 1-7.

Richardson, J. (2004) Taking measure: Innovation configurations gauge the progress of a new initiative. Tools for Schools, 1-6.