For my project, I'd like to share all the pieces of my puzzle. To begin the process, I started with the affinity map. In this jumbled list, I just wrote. To do this, I looked back at all my questions, reflected on new research, and had conversations with teachers and our principal. This affinity map lists all the "reasons" or "causes" for my "problem". Here's a look:
From that, the next step is to organize common issues into categories, and place the categories onto the fishbone diagram. It's funny that I've used this same diagram for reading instruction in cause and effect, but NEVER considered that it was actually useful. Makes me feel like I should look more carefully at all the organizers I use! Anyway, here's a look at that diagram (disclaimer...it should look more like a fish, but my google doc skills are still improving):
Now came the BEST part of the process. Right after finishing what seems like a mess of a diagram (and still feeling pretty lost), it was time to meet with my small group from CTEPS. The Nightingales came to the rescue! Not only was I reassured in my feelings of uncertainty and in the direction I was going, but I was given such beautiful gifts of ideas! The meetings I get to be in with such intelligent and innovative people will have an important and direct effect on my students. I am so fortunate. During these meetings, I wonder the whole time "How can every professional learning community or development feel exactly like this?"....and then I think, "Is that another project??" So I just enjoy the moment for now. :)
In this meeting, we all shared our fishbones. During the share time of others, I heard lots of ideas and research that confirmed my thinkings and interesting ways to address similar problems of my own. The best advice came from one of the presenters who said that as she went through her fishbone, she starred all the items that were in her immediate control. This will allow her to focus her attention of moving more quickly in making progress. Luckily, she presented before me so I was ready on my turn! As I walked through my fishbone, it became very clear the areas of immediate action that were under my (or nearly my) control: "Use of assessments" and "School". Following that will be: "Time" and "outside of school hours". While I mentioned that several questions/suggestions came up that were helpful.
1. What assessments are you currently using?
2. Is there a school- wide assessment to do reading inventories? Is there training?
3. What is the most effective way to support teachers in showing what to expect in instructional time? How do they know what's most effective in high performing classrooms?
4. How do administrators know what to look for in effective classrooms?
5. Is there a way to measure impact without a paper-pencil method?
6. How do you continue and improve upon "Beyond the Bell" (our summer book program)?
7. Is there a way to utilize after school hours in the most effective way? Will students participate? Will teachers? How does this look?
Although this list of questions may seem to be overwhelming, it was refreshing to hear questions toward action. By answering these questions, I will be begin momentum.
From the fishbone, now I decide what will move us the quickest and what my immediate moves could be. So, here's the driver diagram:
With all that being said and all the work that has been done, I feel like the work has just begun. I expect challenges, I expect this to change, I expect resistance, I expect excitement, and most of all I expect results. I really do. Like my coach said after the Nightingales met, "I'm not exactly sure what your project is going to look like in the end, but I know that something is going to happen that's wonderful!" How strange to feel like there's so much to do and so much to begin, and to not know what any of it really looks like. How strange, especially for someone who loves and finds comfort in knowing a destination and following the ABC route to get there. However, I've never felt more intentional or motivated toward a goal that this moment.
