Teachers

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Understanding — The Trainer’s “Holy Grail”



How do you know if you understand something?

I am a non-technical person working in an IT company. My colleagues will often tell me something technical. Sometimes I understand what they are saying. Sometimes I have no idea what they are talking about. Sometimes I think I understand what they are telling me when they are telling me, but then later I realize that I don’t understand it at all.

Understanding is complex. As communicators and trainers, we need to think about how understanding works to communicate and train effectively.

We are all communicators and trainers at one time or another.

What Is Understanding?


Employees take notes during a work training

A quick Google search of “understanding” does not provide a clear answer.

Researchgate, quoting “Newton, 2000,” says, “Understanding implies being able to think, act and apply the knowledge in different ways in various situations.”

Robert Ryshke, writing in “gse.harvard.edu,” states, “Understanding a topic of study is a matter of being able to perform in a variety of thought-demanding ways with the topic.”

Artseducator.org says something very similar: “Understanding is a matter of being able to do a variety of thought-provoking things with a topic.”

Let’s Ask Again: How Do You Know If You Understand Something?


Decoding/understanding concept

If someone explains something to you and then asks you if you understand it, you will probably reply based on how you feel.

As a trainer, you may well look at your trainees’ faces to see if they understand the material. When they don’t understand, they may look uncertain or give you the “What are you talking about?” look. (My two-year-old niece is very good at that!)

The feeling that you understand is sometimes deceptive. This is why educators use “output activities” or tests to see if trainees really understand.

How Can We Test Understanding?


understand your customer concept

The worst thing you can do is ask: “Do you understand?” It puts the burden of understanding on the trainee. If he doesn’t understand, it’s the trainer’s fault. She needs to explain the content in a different way.

When learning in groups, trainees may not say they do not understand for fear of looking stupid in front of their colleagues.

There are a number of options you can build into your training plan. These options are based on Wiggins and McTighe’s “6 Facets of Understanding”:

  1. Ability to explain the content: This has to be more than just repeating the material verbatim. Let’s imagine you are teaching sales agents a new sales script. If your trainees create a mind map to explain the material they received in a PowerPoint presentation, they are reformatting the information and engaging with it at a deeper level than they would by repeating it.
  2. Interpreting the content: To see how well your agents might understand the sales script, ask them to explain it to their colleagues as if the other person was five years old, their grandmother, or to an alien from another planet. Their challenge is to explain it to someone who does not have the same contextual knowledge that they do.
  3. Applying the content: When teaching your sales team the new script, this will include getting them to role play it. One trainee will be the salesperson and the other the customer. Role plays can include “what would you do if…?” scenarios to practice dealing with different types of customers and handling different objections.
  4. Having a perspective based on the content: You can build this into the role plays by asking the “customer” to play a specific kind of customer and behave as this kind of person might behave. In a business-to-consumer scenario, this might involve playing roles representing different demographics. In a business-to-business context, this might mean playing the roles of customers in different verticals who have different requirements and different ways of behaving. Builders have different needs and behave in different ways from bankers.
  5. Empathize: When adopting roles in the role-play training, ask trainees to imagine how customers might feel and put those emotions into the training. This could include angry and aggressive customers. This gives trainees playing the salesperson’s role the chance to test their skills in handling an angry customer, while it gives the trainee playing the “angry customer” the chance to imagine how the angry customer is feeling, and adjust how she handles him accordingly.
  6. Have self-knowledge: Some trainees may find this uncomfortable since trainees need to examine their own reactions and feelings towards the content. For salespeople, particularly after they have role-played a demanding conversation, this may help them to understand and manage their own emotional responses when facing, for example, angry customers.

The Ball’s In Your Court!


Woman trains her colleagues at work

Are you planning some training? How do you know that you understand the content well enough to train it? What questions are you afraid people will ask? How do you plan to test your trainees’ understanding?

I’d love to hear more about it! Drop me a line!

Further reading...

The following article may be both relevant and useful: Explaining How Things Work: How To Do It And Why It Matters

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Understanding — The Trainer’s “Holy Grail”

5 Reasons Why Teachers Are STILL Not OK



I have been coaching for more than a few years now and I hate to say it: this has been one of my more challenging years. In facilitating in-person whole staff training, for example, I have noticed more than a few teachers sleeping in the back of the room, coming late to training and continuing to engage in telephone conversations as they enter, refusing to collaborate/work with each other, and not engaging in conversation even when prompted by me or their teaching peers. Others have giggled and laughed while watching TikTok videos as their peers were trying to speak. Video trainings have been even worse with teachers turning off both their microphones and cameras and then walking away from the computer. I know because participants are not responding to prompts or going into assigned breakout rooms.

However, I do get it. Teachers are simply overwhelmed and, increasingly, are feeling like their needs are not being met and that they are not valued as professionals. Indeed, according to a recent Challenge Success survey, only 65% of teachers reported being involved in making schoolwide decisions. The after-school trainings that I mention above may also be the only time when teachers have had the chance to chat with their colleagues all day or even week.

Here are five specific reasons why some teachers still are behaving badly, even as the pandemic ebbs, and what we might do to return positivity to our school buildings:

Staff Retention Issues


Teacher teaches his class outside

​Forty-four percent of teachers leave the occupation within their first five years (NSBA). Additionally, a poll recently conducted by GBAO strategies—a democratic polling firm commissioned by the NEA—has found that 55% of all teachers, administrators, and other staff are now considering leaving the education field sooner than planned due to the increased stress brought on by COVID-19.

In my recent WID article, "3 Reasons for the Big Quit in Teaching," I discuss, specifically, the negative impact that increased teacher expectations, political discord, teacher pay, and the combination of all these factors is continuing to have on teacher retention post-COVID-19. Indeed, when staff leaves, teachers left behind must pick up even more duties thereby only perpetuating the cycle of burnout. As discussed by me and many others, schools can do more in providing mentorship support to new teachers and invest in third-party one-on-one coaching for all teachers regardless of their time in the profession. What is encouraging is that many states, regardless of political bent, are indeed using ESSER III funding for teacher training and support so that teachers stay in school.

Less Experienced Staff


Stressed young teacher professional at work

Today, on average, a teacher has 1-3 years of classroom experience compared to 15 years of experience 30 years ago. In addition, less than half of new teachers are over 29 years of age and just 19% are older than 40 (NSBA). To address teaching staff shortfalls, many states also are lowering the requirements to get into the teaching profession. Teachers in Arizona, for instance, can now teach with only a high school diploma if they are at least enrolled in college. Eleven other states also are considering lowering entry standards. New Jersey has not only removed testing requirements but also has developed a pilot program for teachers entering with low GPAs.

What does this mean? This means that some teachers may not have "yet" developed the professional maturity to successfully navigate the everyday challenges and expectations of teaching. While only requiring a high school diploma to teach may be a debatable policy, it is, at least, encouraging that Arizona does require teachers with only a high school diploma to be concurrently enrolled in college. Should we wish to draw upon new teacher talent sources that are not, perhaps, prepared to teach in a traditional sense, it will be important that K-12 school administration partners with higher education in training teaching staff not only on the college campus but also embedded at the teacher's assigned school. We also should continue to explore teacher micro-credentialing programs; as teachers earn micro credits, they can be given increasing amounts of teaching responsibility without waiting for a degree in its entirety.

Stress Related To Disrupted Learning (And Testing)


Teacher walks around the classroom while students take a test

Let's face it. To varying degrees, teachers are held accountable for how well students do on end-of-year state exams as well as on other student achievement benchmarks. However, just because we are once again testing, this does not mean that students have mastered the content/skills on which they are being tested. Studies do show, in fact, that students learned less during remote pandemic learning and are now playing catch-up. Teachers are therefore helping more students individually to catch up while also trying to move their classes forward in meeting grade-level standards. This just adds stress to an already stressful time for teachers. At least states are using ESSER III funds to support tutoring programs. Still, while we could be using the pandemic as an opportunity to consider less "high stakes" and other authentic “low stake” approaches to assessment, I do not currently see many states moving in this direction.

Decreased Administrative Support


School principal talks to a teacher

There are a host of reasons why teachers may not feel supported by administrators; these reasons can range from feeling micro-managed to having large class sizes, to leaders not ensuring appropriate student behavior—such as having a consistent student cell phone use policy for one—and/or a safe campus environment. In an anecdotal LinkedIn poll I recently conducted, a whopping 91% of participating educators stated that they had never been asked by their supervisors what their priorities were for the week and if the supervisor could help. Wow! While this survey was informal, it is still telling. Further, supervisors can’t support staff if they don’t exist. Even prior to COVID-19, research indicated that one out of every two principals is not retained after their third year of leading a school. COVID-19 has only exacerbated the demands placed upon school leaders.

As with teachers, if we must continue to bring in less well-qualified school leaders, we must develop micro-credentialing opportunities so that school leaders can gain exposure to core concepts within school administration as well as consider how schools might partner with leadership development organizations—institutions such as New Visions for Public Schools, the Center for Educational Innovation, and/or Fordham University’s GSE Office of External Partnerships, each of which offers leadership coaching around systemic school improvement, strategic planning, and communication/outreach. For instance, CEI is drawing upon the organizational improvement work of Anthony S. Bryk and the Carnegie Foundation for the Advancement of Teaching. At Fordham, where I also consult, I have had the fortune to facilitate the growth of teacher leadership teams that provide peer support alongside that of administration using the equity framework of Dr. Gholdy Muhammad.

Decrease In Positive School Climate


School counselor, teacher talks to a student

Just read some of these sobering statistics provided by the School Culture and Climate Initiative:

  • More than 1 in 3 high school students had experienced persistent feelings of sadness or hopelessness in 2019, a 40% increase since 2009.
  • In 2019, approximately 1 in 6 youth reported making a suicide plan in the past year, a 44% increase since 2009.
  • More than 66% of youth in the United States experience a traumatic event or circumstances by 16 years of age and many children experience chronic trauma.

While most districts did have a school counselor in the 2020-21 school year, only 14% met the ratio of one school counselor to 250 students as recommended by the American School Counselor Association. New issues, connected to COVID-19, also are bubbling up. Nearly half of school and district leaders said in an Education Week survey that their school or district is getting more threats of violence by students than in the fall of 2019. Two out of three teachers, principals, and district leaders also say students are misbehaving more now than they did before the pandemic.

As a result, schools need to become more creative in recruiting counselors from outside traditional school settings and explore virtual support. Additionally, one way to give staff a break and to potentially improve overall school/life balance might be to move to a four-day work week; however, a four-day schedule is not without its challenges. Still, other schools are increasing teacher training in SEL practices with yet others prioritizing restorative justice practices over that of traditional discipline measures.

Please feel free to reach out to the author at John Schembari, Ed.D. | LinkedIn.

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5 Reasons Why Teachers Are STILL Not …

8 Amazing Ways Teachers Can Use Their Summer Break



I must admit. I don’t enjoy being off in the summer as an educator. I enjoy a beach day from time to time, like most people, but I can tolerate sweeping up sand in my house only so much. So, you might understand, when I was still teaching in the classroom, why I jumped at the chance to teach English as a foreign language during the summer program of an American school outside of London. The international students and teachers were a fun and diverse lot, and, on days when I wasn’t responsible for afterschool activities and/or in charge of my dormitory, I still had time to rush to the train into London to catch a late-in-day visit to a museum or to swing dance in an old hotel basement ballroom somewhere near Marble Arch.

This was a fun time in my life. And, while I recognize that many educators can’t just jet off to Paris, Rome, or Timbuktu over their summer break, there are still many ways through which we can both rest and recharge as well as prepare for the upcoming school year.

Here are some suggestions for how educators might make the most of their summer holiday:

Rest


Woman reads on the beach

Yes, recharge. Go to the beach with that book you’ve been itching to read but have had no time to do. NPR recently released a list of books about each of the 50 states while The New York Times also published a list of great summer reads. I, myself, have always been a fan of librarian Nancy Pearl’s book recommendations. Remember, though, the early bird catches the worm so don’t let the summer pass you by without engaging in at least some of the following activities which will pay you dividends throughout the entirety of the next school year.

Teach


Teacher with students outside on grass

You heard me correctly. Teach. While it might be late in the game to acquire a summer teaching position for this summer, consider looking for summer work in the late winter/early spring prior to the summer in which you want to teach. I knew that I wanted to both teach and visit the UK, so I took advantage of low winter airfares and flew to the UK for a few days, in February, to conduct interviews with various English language schools; this is how I ultimately ended up teaching at the American school that summer. Again, one need not fly across the globe to acquire work as summer teaching jobs may be available right around the corner within your own or the next school district.

Why be a glutton for punishment? Teaching over the summer can be a great way to experience another school and/or school district without committing full time. At the same time, one’s cash flow continues. Should you teach over the summer, you also may have an opportunity to extend your professional network which will be important if/when you decide to look for new teaching opportunities.

Prepare Incoming Students


Student reads a book

The summer learning slide is real. A Scholastic survey finds that children in 3rd to 5th grades lose, on average, about 20 percent of their school-year gains in reading and 27 percent of their school-year gains in math during summer break. If you know who your students will be for the coming year, consider providing them with some summer work to keep their minds agile. Many public libraries, such as the New York Public Library, also publish summer reading educator guides. Consider assigning some of these books to students.

Get To Know Incoming Students


Students smile at school

There is a difference between preparing students for learning and knowing who students are as individuals, both personally and academically. Consider conducting interest and strength surveys with incoming students. Also, find out how students like to be recognized be that through praise/prestige, prizes, power, people, and/or play (The Five P’s). This can help to incentivize learning for students. Strength assessments also can assist teachers in grouping students during project-based learning.

You also can get to know students academically early on by conducting benchmark skills assessments—such as NWEA Map Growth—in the late summer or early autumn and then by measuring student academic progress in the late winter and, again, in the early spring. This way, teachers both know the skills that need to be taught and have the time to teach them rather than cramming for state tests at the end of each academic year. Take the time now to pre-assess student academic skills so you will know what parts of the curriculum scope and sequence to focus on this coming year. Base your decisions on identified student needs as indicated by these benchmark assessments. If your school does not use a formal diagnostic tool, create your own benchmark assessment and/or use previously administered state exams.

Share Knowledge Of Outgoing Students


Teachers meet to talk about students

Consider connecting with teachers who will have your outgoing students next year to share important information about these students. Many schools often systematize/schedule these teacher meetings formally for the late spring or when teachers return for pre-service days in late summer. I also have worked with schools that maintain student work portfolios that follow students from grade to grade which is a wonderful way to measure student progress on academic standards—even better if students can discuss their progress with teachers and parents by referencing these portfolios.

Take A Class Or Go On A Study Tour


Woman studies abroad

Within my own subject area of social studies, organizations such as Facing History and the Gilder Lehrman Institute of American History often offer teacher seminars over the summer which not only help teachers build up their professional learning hours but can help educators increase the quality of resources/materials used within their classrooms.

Many organizations also offer grants and stipends to teachers so that they can participate on study tours over the summer. As for myself, I will be forever indebted to the NJ Holocaust Commission and Federation of Metro West which financially supported my European study tour, and NJPSA for supporting my study of the post-Apartheid education system in South Africa. I networked with wonderful teachers interested in similar topics, learned something about new places, and further developed my own teaching practice by participating on these journeys. Don’t assume that trips like this are automatically out of your reach as you could be losing out on amazing opportunities. It's about being proactive in one’s research as to which teacher-facing organizations offer such programs in specific content areas and which provide funding.

Line Up Expert Speakers


Teacher talks to students about technology

Last week, I observed two middle school teachers deliver a lesson on drought and global warming. This got me thinking about the many experts dedicating their lives to this problem and prompted me to ask these teachers if they ever considered having a guest speaker on the topic. The teachers’ response was that there was no time to schedule this enrichment activity. During the year, this reluctance is understandable given the long list of tasks that teachers have. Sadly though, this is such a lost opportunity for real-world relevance in learning.

Over the summer, take your curriculum scope and sequence and plan out the scheduling of potential speakers. Many experts in their field of study would not only be excited to meet with your students (in person or virtually) but such relationships often result in increased student engagement through inquiry, more formalized community partnerships, and additional work-study opportunities for older students.

Makeover The Classroom


Teacher helps a student with an assignment

I once worked with a teacher who had two large desks in the classroom, taking up one-third of total class space, and who also had the classroom walls plastered over with New York Jets paraphernalia. Sure. We want students to know teachers as people, but how large is your footprint in the classroom versus that of the student? Consider how you might increase student ownership of the classroom by arranging furniture collaboratively, having areas for individual study and/or technology-infused learning, removing unused textbooks, papers, and posters, and designating wall space for specific student academic supports (anchor charts) and student-generated work that will be completed during the upcoming school year. Further, curate and update classroom libraries (MUSTIE).

Please feel free to reach out to the author at John Schembari, Ed.D. | LinkedIn.

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8 Amazing Ways Teachers Can Use Their …

5 Common Teaching Mistakes That Stunt Student Growth



As an education consultant observing instruction across content areas, grade bands, and schools, I have seen A LOT of instruction, both good and bad. While most teachers teach from a place of caring and compassion, the simple mistakes that I see teachers repeatedly making are undermining the overall impact that they could be having on learning especially when one considers the cumulative effect of poor teaching practices, across multiple teachers, on any one student.

Don’t get tangled up in this trap. Start upping your teaching game by canceling the following five teaching practices:

Using The Standard As The Lesson Objective


Student does his homework

I sometimes see teachers using specific Common Core State Standards as the learning objective for an entire unit of study. For example, I once saw a fourth-grade teacher use “Demonstrate understanding of figurative language, word relationships, and nuances in word meaning (CCSS ELA-LITERACY L.4.5)" as the learning objective across many days of learning. This is an academically rigorous standard to be sure. However, as there are many types of figurative language, how does the teacher know they are meeting the precise intent of this standard unless they break down this standard into its component parts? Could each part then be a lesson/daily objective?

To answer, I suggest teachers draw upon the work of Larry Ainsworth in unwrapping standards. In a nutshell, Ainsworth’s model for deconstructing standards has educators identifying each concept (nouns) and skill (verbs) embedded within each standard to ensure that the complete intent of the standard is understood. More about the model can be found here.

Dumbing Down Objectives


Math teacher lectures his students

My blood boiled over one day when a teacher told me that his students could not possibly meet learning objectives and/or success criteria that asked students to synthesize, evaluate, and/or create since his students were lower functioning. I have no doubt that this teacher was correct in saying that some of his students would, indeed, struggle in meeting higher-level success criteria. However, what then was this teacher doing to scaffold the learning so his lower-functioning students could succeed in meeting such objectives? First, develop lesson objectives with high achievement in mind so that high-performing students are not held back by low-performing students. Then, consider the scaffolds—such as one-on-one and small group direct instruction—that will be provided to lower-achieving students so they, too, can achieve rigorous objectives.

In developing rigorous learning objectives, those that place the cognitive lift on students, I recommend teachers use two tools—a Depth of Knowledge (DOK) Wheel and Hess’ Cognitive Rigor Matrix. The DOK Wheel will help educators to craft learning objectives inclusive of increasing levels of student challenge from a DOK Level One (Student Recall) through to a DOK Level Four (Extended Student Thinking). The Matrix will help teachers to compare their learning objectives, as currently written, to examples of those at varying levels of cognitive complexity so that these objectives may be rewritten to reflect higher levels of cognitive complexity. The Matrix is available for both humanities and math/science content areas.

Bonus Hack for Writing Objectives: When teachers write the learning objective into their guided practice slide decks, it is often only on the front slide. How can students refer to it/follow along if they can’t see it? Instead, include the objective on all slides or, better yet, write it on the class board.

Talking Non-Stop


Teacher leads a class discussion

Less is more. If a teacher’s guided practice drones on and on, as their coach, I sometimes ask if the teacher can call on a student to repeat and/or summarize what was said. Sometimes the student can but, other times, as the student begins to explain, they become confused. This is precisely why I ask this of teachers. If students are to retain information, research shows that there need to be breaks in long lectures. Chunk the learning. Allow a quick turn and talk so students can process learning before proceeding to ask students to repeat and/or summarize information.

On a related note, teachers should stop asking “Any questions?” as a matter of pro forma politeness before speeding along on the bullet train that is their lecture. Most students will not admit that they do not understand something unless it is teased from them. Instead, cold call and use other strategies such as polling, individual whiteboards, and signaling cards. And, when teachers do stop talking to ask questions of students, they can ensure that those questions are cognitively rigorous using this question stem tool.

Telling Students To Take Notes Instead Of Showing Them How


Student takes notes during class

If I had a quarter for each time I heard “take notes.” What does this mean? One of the practices in which I engage when observing classes is to look over at what students are doing and the notes they are taking; the level of detail and amount of relevant information can vary widely. Instead, a good practice is to adopt a standard note-taking format like Cornell Notes. In adopting a standard format, teachers can scaffold notes, build in essential questions, and have students summarize their learning—all best practices discussed in this article. Further, students can assess the quality of not only their notes but that of peers and use these notes in the development of student-generated study guides.

One scaffolding technique that I suggest teachers use with Cornell Notes is to include unit-related vocabulary with which students may be struggling and/or may not yet have been exposed. Often, when students leave questions blank on assessments, it can be because students do not understand what is being asked of them because of the vocabulary being used. In addition to highlighting key vocabulary on Cornell Notes, consider expanding a student’s knowledge of related vocabulary through the use of varied Vocabulary CODE activities as well as tiered vocabulary in each content area.

Taking Class Time To Have Students Complete Worksheets


Students complete a worksheet during class

A standard practice that I have seen, when teachers are afraid to release control, is for students to complete worksheets independently and silently in class. First, teachers should consider if work needs to be done in class or, after modeling one or two examples of what students are to do, the rest of the worksheet can be done at home so that class time can be used for discussion of the work. Learning together builds creativity, blends individual strengths, and enhances the sense of collective ownership.

However, teachers are wise in anticipating where learning can go wrong, and there can be many reasons why students may not be focused during student-to-student-based activities. Still, the solution for most attention problems resides with the teacher. If students are unfocused and discussing unrelated matters during group work, give them the questions to discuss up front. If students can’t engage in discussions with one another appropriately, give them discussion/accountable talking stems. If some students are doing all the work while their teammates stand about idly, assign individual roles within each group as well as have students self-assess their level of contribution as well as peer assess that of their teammates. Also, provide exemplars of quality work and allow students some choice in how they demonstrate proficiency (the product) beyond that of a worksheet. There are also varied discussion protocols that can be used to differentiate the process through which students talk collaboratively about the content.

Word To The Wise


Teacher helps a student with an assignment

These are, without a doubt, some of the most common mistakes that I have seen educators make regardless of the amount of time that they have been in the profession. I, myself, was not immune from making these same missteps in the classroom. Still, being forewarned is forearmed and hopefully an awareness of these common pratfalls, along with a knowledge of the tools that can be used to navigate around them, will help ensure that not a moment of class time is wasted to inefficiency.

Please feel free to reach out to the author at John Schembari, Ed.D. | LinkedIn.

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Do You Really Want To Teach There? What To Know When Interviewing With Schools



As an educational consultant, I have had the opportunity to support school improvement efforts within rural, suburban, and urban communities. I can tell you that the schools that are successful in ensuring student achievement and growth are not determined by zip code but, rather, by employing a no-excuses approach to implementing best school practices and systems as well as by how they value and support students, staff, and learners’ families. Don’t have buyer’s remorse. Know if the school community that you are interested in joining is committed to student success before taking the plunge into that new teaching job.

Information on schools where you are interviewing, beyond the basics of teacher compensation, could be plentiful if you know where to look and what to ask. If you do find yourself interviewing for your next teaching gig, here are six “look fors” you should reflect upon before saying yes to any offer. After all, an interview process is just as much about finding the right school fit for you as it is for the school in selecting a new teacher.

Shine A Light On The Physical Space


Teacher stands in the school hallway

In my work, I’m immediately drawn into a school community when I see teachers’ college pennants prominently displayed as well as information posted on classroom doors as to what the teacher might be reading on their own time. Schools get bonus points when hallway TVs loop photos from community events and bulletin boards not only display student work but indicate why certain student work is posted, how this work exemplifies quality and meets academic standards, and what students will do next to continue growing in their learning on that topic. You, too, should look for examples of school pride and learning culture, or lack thereof, as you wait to be called into your interview. As they say, a picture is worth a thousand words.

Know The School’s Data


Teacher researches schools to apply to

“Without big data, you are blind and deaf and in the middle of a freeway (Geoffrey Moore).” While you may not have time to ask more than two or three questions at the end of your interview, school data is often available on school and state DOE websites. Do your research before the interview as this will help you to target the questions you do get to ask in your interview.

  • What is the average tenure for administration? Teachers?
  • If student overall achievement is low, is student growth high?
  • Are suspensions low?
  • What is the average attendance rate?
  • What is the college acceptance AND matriculation rate?
  • What is the ratio of teachers, counselors, and social workers to students? How do these statistics differ by student sub-population—i.e. gender, race, ELL, SPED, as well as for students on free and/or reduced lunch?

Knowing this information can provide a candidate with a sense of whether the school has a culture of high expectations for ALL students.

Evaluate The School’s Commitment To Equity


Teacher helps a student

Chances are, if social-emotional and personalized learning are school priorities, teachers will have support with challenging student behaviors and students with special needs. Consider whether there is a restorative justice practice in the school—as opposed to a punitive discipline code of behavior—as research indicates that students of color are often disproportionally punished. Schools that build in student morning assemblies and advisory programs also are at an advantage in celebrating and promoting student exemplars of leadership. Also, how does the school support families of learners including families whose first language might not be English?

Determine How Professionalism Is Demonstrated


Teacher explains something to her class

Teaching can feel like a lonely profession especially when one is teaching alone in self-contained classrooms all day. Ongoing collaborative professional development can, in contrast, make all the difference in forging productive relationships, among educators, that develop capabilities in pedagogy (teacher moves) that, in turn, provide students with the learning expertise they deserve.

  • Will there be training and mentorship for new teachers entering the district?
  • What is the overall PD plan?
  • Will teachers have collaborative planning time to engage in collective classroom walkthroughs, effective co-teaching, and lesson study?
  • Are there professional learning communities (PLCs) within the school?
  • Are teachers encouraged and/or required to obtain additional credit hours and can some of these hours be used to earn micro-credentials and/or badges that allow classroom teachers to both remain in the classroom and take on teacher leadership roles?
  • And, lastly, who are the big education thinkers—“the OGs”—whose work influences the teaching, leading, and learning practices in the school?

Consider The Amount Of Inclusivity Within Decision Making


Man interviews for a teaching job

In a recent Work It Daily article I wrote, "3 Reasons For The 'Big Quit' In Teaching," many educators commented in response that they do not feel valued, as professionals, by the school administration. Try to avoid this happening to you by sussing out how involved all school stakeholders are, collectively, in defining a school’s vision and the means through which the school will achieve that vision, i.e. the mission. Further, determine if teachers sit on the school leadership (SLT) team and if this team meets regularly throughout the school year.

Be Aware Of How You Will Be Evaluated


Teacher goes to a school for a job interview

When I began teaching, many schools used pass/fail checklists to rate teacher performance as well as supervisor “impressions.” This was too subjective for my taste. Today, many states, like New Jersey where I live, now require that schools utilize evidence-based performance evaluation systems such as the Danielson Framework and/or the Marzano Focused Teacher Evaluation Model to ensure both clarity of teaching expectations and observer inter-rater reliability. If you know what performance evaluation system is used by the schools where you are interviewing, you are in a great position to discuss how your teaching practice, up to now, meets these criteria. You get bonus points if you also can demonstrate your past impact on student achievement and growth (STAR method in interviewing).

Choose Your Adventure


Woman interviews for a teaching job

You’ve got this. Go with your gut when accepting or not accepting that next teaching position. Whatever the type of school in which you hope to teach, do learn as much about that school as possible before and during the interview process. Hopefully, these “look fors” will help you feel more confident about any decision you ultimately make when it comes to your next teaching assignment. Good luck!

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Do You Really Want To Teach There? …

4 Essential Strategies Mindful Educators Are Using To Revolutionize Teaching



My first teaching job was that of a 6th-grade teacher in a stand-alone classroom. As a new teacher independently teaching all four core content areas, it sometimes was a struggle in knowing both what to teach (the content) and how to teach (the teaching moves). I had a mentor, but they were busy teaching their own class. While we conferred, we never co-taught. This was a shame as I could have exponentially increased my teaching game through this type of live, in-the-moment coaching while my students would have had better continuity in their instruction.

Today, as a teaching consultant myself, I am happy to say that I routinely see and participate in co-taught instruction. This got me thinking. In general, how have teaching practices changed in the last decade? Here are four game-changing practices, within teaching, that are raising the bar on inclusivity, attentiveness, and compassion in education:

1. Cross-Curricular Instruction And Co-Teaching


Students learning outside

While deep knowledge of discrete subjects remains important for those interested in specializing within a particular subject area, we also have seen a shift in teaching towards the inclusion of cross-content and topic-based instruction. Cross-curriculum brings together different aspects of learning that represent the interactivity of the real world. Further, such interconnectedness of learning may better stimulate student-driven questioning and engagement, creativity, and fun in learning. In scientific learning, for example, we now commonly see and hear references to STEAM education—integration of the arts into traditional STEM instruction. An example in the humanities would be when two or three high school teachers (ELA/Social Studies/Science) co-teach around, for example, a non-fiction text that integrates themes such as medical ethics, family, and race.

Also of note is the growing integration of 21st-century life skills such as cooperation, perseverance, and the use of technology as success criteria in learning alongside that of content-specific goals; think of this as the how/process to the what of learning. COVID-19 also has sped up the desire to include SEL and trauma-informed practices, like restorative justice practices, within content-based teaching. If students are fearful or distracted, they cannot learn. Check out these resources for integrating social-emotional learning in mathematics, science, as well as core curricula.

2.  Focus On Student Assets And Abilities


Student receives an award at school

In my coaching work, I sometimes am told by teachers that student engagement strategies I recommend will not work with “these (their) students.” These students may be of color, SPED, ELLs, or really any other student that a teacher might feel is less than/at a deficit because of the challenges and inequities that student faces and for which that student, the teacher might believe, is responsible. In these situations, rarely does this teacher ask what they can do instructionally to help students embrace new learning nor determine what that student already might know about a topic. While not every student will become the next Mark Bezos or Oprah Winfrey, student promise should not be stunted simply because others had low expectations of them and taught accordingly.

Luckily, most educators have come round to the notion that every student has strengths and knowledge that can help them access and retain new information. Culturally responsive teaching, in particular, “creates student-centered learning environments that affirm racial, linguistic, and cultural identities” which, in turn, “elevate historically marginalized voices, develop students’ abilities to connect across difference, and empower students as agents of social change” says Maria Underwood, CEO of M Ideas Consulting Services, Inc. Jeanette Simonson-Gurolnick, who serves as Program Management Director for Thrively, a company that has developed a personalized learning platform that uncovers students' strengths, adds, “A strength-based approach is important because it gives students greater confidence to tackle challenges and it increases motivation and engagement. When students and staff are known for strengths, schools can create a culture that nurtures a positive learning identity and activates chemicals in the brain that bring joy back to learning.”

3. Multiple Access Points Into Learning


Students learn by playing esports at school

“Research encourages us to ensure that we provide mirrors, windows, and sliding glass doors for our students,” says equity consultant, Underwood. Indeed, multiple entry points are important for engaging students in learning as students learn differently and can benefit from accessing different pathways through which to process information. Through outdoor learning, for instance, participants learn through what they do, what they encounter, and what they discover. Additionally, hybrid/digital learning provides unlimited opportunities for flipped learning, student digital collaboration, and access to online learning resources such as an open curriculum. We also see high school networks such as Cristo Rey incorporating student work-study as part of its college and career readiness programs and other high school networks, like Bard Early College High School, expanding the definition of who earns college credit, where, how, and when.

Esports (electronic sports), a term used to describe competitive video gaming, also is gaining traction within schools as a pathway through which to increase student engagement. John Widlund, field director at the Center for Educational Innovation, directs the Center’s esports programs across 20 New York City schools. He becomes noticeably charged when explaining the benefits that come with the gamification of learning. “There is no putting the genie back in the bottle as this new generation was quite literally raised on a computer screen. Hopefully, the excitement surrounding esports will be integrated into academic classes and technology education. Organizations have developed school curriculum that teaches the ins and outs of the gaming industry. There are jobs for coders, marketing specialists, artists, YouTube content creators, and finance professionals. The road ahead will be a wild ride.”

4. Authentic And Systemic Assessment


Student gives a presentation during class

A few decades ago, the main source of assessment data on what students knew and could do came from in-class paper and pencil tests as well as through end-of-year state assessments. While these assessments remain important, we see a push for diagnostic formative assessment in education—assessment given to all students systemically across a school and/or district two to three times a year—so that individual teachers, grade teams, schools, and districts can measure, compare, and contrast not only student achievement but also growth at different points in time and levels of hierarchy within a school system; when I served as an NWEA MAP Growth facilitator, I always stressed the point that this data could then be used in designing responsive and differentiated lessons that targeted the specific academic readiness levels of students and in evaluating the efficacy of any academic interventions and/or instructional strategies being employed between test administrations and year over year.

Assessment is also becoming more authentic in that student mastery of content and skills is becoming increasingly measured through the completion of rigorous learning tasks as opposed to using multiple-choice standardized tests. Authentic assessment can be devised by the teacher, and/or determined in collaboration with learners, by engaging student voice and choice. Some examples of authentic assessment might include writing a research report, engaging in formal student discussions, creating posters and/or websites to demonstrate knowledge on a particular topic, student self/portfolio assessment, presenting, etc. Teachers at the Bronx School for Law, Government, and Justice, as a case in point, routinely assess student performance through formal student-led discussions where small student groups get to choose the specific discussion protocol they will use, thus developing not only opportunities for students to demonstrate what they know but also instructional tasks that prioritize the values of the school such as student liberation, genius, and joy. BLGJ Teacher Christopher Connelly adds, “As a teacher, I feel it is my responsibility to make sure students aren’t confused, but it's easier to understand where that confusion comes from if students are open as shareholders in the lesson.”

What do you think is an important practice in teaching today?

Please feel free to reach out to the author at John Schembari, Ed.D. | LinkedIn.

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5 Planning Tools For Mastering The Curve Balls Of Teaching



Just the other day, I was driving to a school consulting engagement in New York City when I came upon a car in the middle of the Cross Bronx Expressway engulfed in flames and ready to explode. Without my GPS providing me with an appropriate detour, I could have just as easily ended up in Connecticut. This made me think about how important it is to have a map in teaching.

Here are five tools to help teachers ensure that students are learning despite any curve balls that might be swung their way:

Review Curriculum Scope, Sequence & Pacing Documents


Many textbook series have both curriculum scope and sequence as well as pacing documentation. Review this. A scope and sequence can inform the teacher as to what should be taught when within the year, while a pacing guide can provide the teacher with an idea as to the length of time a particular unit will last and how many lessons are within that unit. Do note, however, that textbook publishers do not know the specific students that any one teacher may have at a given time.

As such, teachers may discover—through student assessment—that some students may have already mastered certain standards or units or may need additional time (lessons) learning other standards and units. Prioritize units of study not yet mastered over units already mastered as well as units of study that significantly influence later standards; this particularly is the case in mathematics and literacy. Do also review what is assessed on state exams.

Administer Mock & Diagnostic Assessments


Student takes a test at school

At the beginning, middle, and end of the year, monitor student achievement and growth on diagnostic assessments, such as through NWEA MAP Growth, as well as on mock assessments that students will be expected to take, for real, at the end of the year. In New York City, for example, K-12 schools are using NWEA while high schools also often administer mock regents exams. This assessment data, particularly concerning areas for continual student growth, can help teachers prioritize certain subject content and skill development in their teaching. By testing throughout the year, teachers also can monitor the impact of teaching strategies on student academic growth and make any necessary pivots to their teaching.

Use A 3-Question Lesson Planning Checklist


Teacher explains something to her students

Every lesson (within each unit) should answer three key questions. These questions are:

  1. Do I know what (the “it”) I want students to know and be able to do?
  2. How will I know students know and can do “it”?
  3. How will I engage students in learning and doing “it”?

In determining the “it,” select priority standards (the learning units) by reviewing curriculum scope and sequence documents as well as mock and diagnostic assessment data. Then, unwrap those standards into concrete lesson objectives.

Many times, when I observe classes, I see teachers developing lessons that are fun and engaging but that are not necessarily driving towards a specific learning goal or student success criteria. Don’t start instructional planning around question no. 3. Start planning around question no. 1. (the “it”) and then consider the specific assessments (no. 2) and fun engagement strategies (no. 3) that will be used. Contrary to what some teachers may believe, this structure should not kill teacher creativity. Rather, it asks teachers to think first about desired student learning outcomes and then how to be creative in aligning assessments and student activities around this.

Have A 4-Part Lesson Template


A typical 50-minute lesson should be composed of four parts: introduction (5 minutes), the mini-lecture/guided practice (10 minutes), individual and collaborative student practice time (25 minutes), and summary (5-10 minutes). The learning intention (question no. 1) should be presented in the introduction while the bulk of lesson time should be spent on student practice/exploration (question no. 3). Assessment (question no. 2) can occur in simple ways during the introduction, guided practice, and summary as well as through more formally structured student discussion activities during student practice time.

If teachers are to struggle in using a four-part lesson planning template, it is often in transitioning efficiently from one part of the lesson to the next and in having time for a lesson summary before the end bell rings. I urge teachers to commit to having a ten-minute only guided practice. Remember that teaching does not only occur in front of the classroom during whole group discussion. Teaching also occurs during facilitation as teachers mix and mingle among small student groups and during individual student learning time. Post the timed agenda on the board and use a stopwatch to assist transitions. Any lingering student questions can be answered individually as the teacher facilitates individual and small group learning.

Curate A Bank Of Strategies For Student Assessment & Engagement


Teacher lectures his students

In addition to giving formal end-of-unit and year tests, consider having four or five formative assessment strategies that can be used to monitor student progress during every lesson. Popular check on understanding strategies are student turn and talk with a follow-up cold call, signaling, choral response to gauge basic student understanding, and use of planned out small and whole student group discussions to ascertain deeper levels of student cognitive processing.

Student discussion is, of course, also a type of student engagement. There are many protocols for discussion out there depending on the student goal such as for synthesis, cause and effect, and compare and contrast (i.e. differentiation by the process). Also consider how to engage students by providing them with a choice in how they demonstrate their knowledge (i.e. product). Bring in culturally relevant materials that will interest students and on which they already have familiarity (i.e. content). Lastly, don’t forget to vary the learning environment and affect by mixing it up in terms of whole group, small group, and individual instruction as well as by bringing in digital learning.

As an education consultant passionate about helping students achieve and grow, I can help teachers manage workload stress and improve student learning outcomes. I have supported hundreds of educators in improving their curriculum, instruction, and assessment practices by modeling strategies for working smarter rather than harder. Please feel free to reach out to me at John Schembari, Ed.D. | LinkedIn.

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3 Reasons For The “Big Quit” In Teaching



Recently, a teacher whom I was coaching quit their school in the middle of the year. Hired first as an English teacher, this educator was then given the additional job of teaching special education when the school could not find enough staff. This person felt overwhelmed.

Statistics suggest stories, like above, have been common during COVID-19. According to The Wall Street Journal, between January-November 2020, quits in the educational services sector rose 148% while quits in state and local education rose 40%. Also, the share of teachers on LinkedIn who changed careers increased by 62% last year alone.

In a LinkedIn poll, I asked educators to comment on what factors were causing them to reconsider their commitment to the teaching profession. These factors included the way teachers are evaluated, the number of expectations, the currently divided political environment, and “other” conditions (such as pay). This post generated thousands of views and 98 responses. Here are the three main reasons why those who responded to my survey are looking to jump ship:

1. The Straw That Broke The Camel’s Back – Expectations


Stressed young teacher

Dr. Ginger Jewell, CEO of Total School House Solutions, says that, in her school improvement consulting work, she works with teachers all the time and the biggest things she hears are the number of expectations and lack of support. Indeed, the largest percentage of respondents in my poll, 43%, indicated that the number of expectations placed on teachers is driving them from the profession. Teachers are not “just” responsible for teaching academic content, using performance-based standards, and differentiating the learning materials so students at varying academic readiness levels can learn, but also—post-COVID-19—for infusing SEL and trauma-informed practices into their teaching.

COVID-19 also set off a tipping point when increasing numbers of teachers began calling in sick and the remaining teachers then had to cover additional classrooms, says education consultant Dr. Hope Blecher. While only 4% of respondents in my survey indicated that teacher evaluation was making them consider fleeing the profession, Blecher further argues that increased expectations are finding their way into teacher evaluation. This can only be adding to teacher cortisol levels.

2. Cancel Culture In A Fishbowl – The War Between Right And Left


Stressed middle school teacher

Classrooms are a microcosm of society at large. Twenty-nine percent of respondents in my poll indicated that the divisive political environment might have them raising the white surrender flag sometime soon. We have a situation in some places, like Florida, where teachers might end up in legal jeopardy if they say or do something counter to what some see as unclear provisions as to what is appropriate to say and do within the Florida Critical Race Theory Amendment or HB 1557—the “Don’t Say Gay” Bill. Personal liability aside, the fear of saying or doing the wrong thing also can serve as a powerful disincentive for teachers when considering whether to engage students in cognitively rich discourse on complex issues. This ultimately might prove problematic if we want to maintain an informed electorate.

This is not just an issue on the right. The progressive Ethical Culture Fieldston School fired a teacher recently for criticizing Israel—comments which some families in the community felt were antisemitic. Educators can also be let go for things that might appear inconsequential. Toby Price of Hinds County Public Schools, in Mississippi, was recently fired for reading a children’s book, marketed to children, to second-grade students. This prompted an official response from PEN AMERICA. While we, as a society, struggle in both defining what is and is not permissible regarding our free speech rights and in having difficult public conversations about race and identity, teachers are often the ones caught in the crossfire. It is this “mass surveillance” of teachers that is dramatically increasing educators’ stress levels, says teacher career coach Nicole Routon.

3. Money Makes The World Go Round – Teacher Salaries


Concerned teacher

Twenty-four percent of respondents in the poll indicated that they were thinking of leaving teaching due to other reasons with pay being cited as a key consideration. While it is rare to hear a teacher say that they went into education for the money, money does keep the lights on at home. Yet, the Center for American Progress has found that in 35 states, teachers with 10 years of experience or more who head families would qualify for multiple public assistance programs while teacher salaries, in general, are between 14 and 25 percent lower than for other professions open to college graduates.

A Salad Bowl Of Maladies


Stressed art teacher

It is probable that teachers are leaving the profession not because of any one thing mentioned in the poll but because of the totality of all these factors coming together in a confluence of misery. Tara Boertzel-Schuenemann, the founder of Brainiacs Learning Lab, says the big quit in teaching is really about the combined effects of two things—being underpaid and undervalued. Nor is this anything new. Dr. Timothy Slekar, Director of Educator Preparation Programs at Muskingum University, further argues that society has been demeaning the teaching profession for at least the past 40 years and that people who come into the profession eager to make the world a better place soon become demoralized by conditions that prevent them from teaching. Some of these conditions have been discussed above.

Two Minutes To Midnight


Teacher talks to his students

Our children deserve a quality education. We need to both keep current teachers in the classroom and recruit new people to the profession. It is unsustainable to keep adding water to a bathtub if there isn’t a plug on the drain. Although I wish I had the solution to reducing current political discord in society, please see new approaches to salary equity here. For schools interested in valuing teachers in ways other than straight compensation, such as through better work-life balance, see this great article on teacher flexibility by Simon Rodberg.

As an education consultant passionate about helping students achieve and grow, I can help your teachers manage workload stress and improve student learning outcomes. I have supported hundreds of educators in improving their curriculum, instruction, and assessment practices by modeling strategies for working smarter rather than harder. Please feel free to reach out to me at John Schembari, Ed.D. | LinkedIn.

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3 Reasons For The “Big Quit” In …

Educational Consulting Is Knocking: Should You Answer? 5 Things You Should Know



As they say, life is what happens when you are busy making other plans. In spring of 2016, I had just returned eastside after spending some time in California and found myself at a crossroads. Would I return to a full-time role or hang my own shingle as an independent educational consultant?

Although the inherent lack of job security certainly provoked great pangs of anxiety in me, I decided nonetheless to try my luck as an education consultant. I had, over the years, developed deep skills in coaching teachers and school leaders, and I wanted to try to utilize those skills across organizations and schools. In what other capacity would I have had the same opportunity to assess American curriculum schools in Dubai, help the Ministry of Education of East Timor reform its middle years 21st-century curriculum, and/or work with the Lakota nation?

Sometimes it takes an outsider to an organization to accurately assess the needs of that institution and to offer solutions to pain points that an insider might not see. However, consulting also is not without its share of drawbacks.

Here are five things you need to know about educational consulting before diving into this pool:

You Need A Brand


Educational consultant talks to teachers

As says WID global marketing expert Lisa Perry, "everyone" is not your customer. Education is a vast and growing industry. There is K–12 and higher education. There are those who advocate for education policy, support school network operations, market and then train educators on various school support products/resources, and still others who are practitioners of teaching and learning from cradle to senior daycare. What kind of consultant would you be? What pain would you solve? With whom would you work in education—policymakers, advocacy organizations, EdTech, government, publishers, schools, districts, and/or states?

You Might Juggle Different Tasks And Organizational Cultures


Educational consultant talks to a client

Different strokes for different folks. Some education consultants thrive in providing a service to clients. Often, this means working with boards to develop strategic plans and/or to engage in school improvement conversations, coaching teachers, training people, and/or developing the leadership capabilities of others. Some education consultants provide products such as writing a curriculum or designing a data assessment tool. Some consultants provide both such as those who might train others on the use of assessment tools, digital learning management systems, and/or a new textbook series.

Consider if you work best as an independent consultant, sub-contractor, and/or as a part- or full-time employee. As an independent, you work out the details of your work with the client. You are responsible to yourself/them. As a sub-contractor and/or part-time consultant, you will still have some say in assignments you accept but this work may come with certain meeting/teaming responsibilities which can be a challenge when working on several contracts. As a full-time employee, you may receive benefits and job security but have much-reduced autonomy. Cleopatra was bitten by a snake; pick your poison.

You Must Network


Woman works as an educational consultant

Consultants who are not full-time employees need to be experts in three things: practicing their craft/area of expertise, invoicing, and looking for their next gig. I know of many consultants who have worked long term with just one or two organizations. However, if a consultant must work across organizations to earn a living, they will want to increase their networking while maintaining their existing portfolio of work/clients. Consulting is by nature a great way to rapidly expand one's network of peers especially if one is working as part of a consulting team. Post original content and curate that of others on social media daily.

You Will Have Work Cycles


Man works as an educational consultant

One never knows when a consulting opportunity will materialize or end. If an organization decides to rebrand itself, and you do not fit that image, you are easily expendable. Other times, one might find a new client and/or contracting firm to be a bit disreputable. Much like B actors, get used to being fired. Have networking leads in the hopper to ease the anxiety that will come with lost revenue.

Winter is always coming. I lost approximately 90% of my income due to initial COVID-19 shutdowns, and, while much of that work has returned, waves of subsequent COVID-19 mutations still have led to many sleepless nights. At other times, one might be awash in gigs. So, budgeting can be difficult. With that said, the roller coaster ride that is consulting can level out particularly if one is fortunate to find consistent consulting work with one firm and/or client over a multi-year period. Such work may even lead to new full-time opportunities.

The Value Of Your Work Will Vary


Mid-career teachers transitioning out of the classroom and retirees can often find rewarding part-time or full-time roles as training facilitators and marketing or sales representatives with school support/product organizations and textbook publishers. This work will be paid a mid-range salary or day rate that might be equal to or above that of which one might earn as a teacher.

More senior consultants, those who previously served in school and district leadership positions, can earn better money serving as school improvement, policy, advocacy, and strategy consultants either working as independents or as PT/FT advisors with consulting firms. High-profile management consulting firms tend to hire newly minted MBAs, also at high salaries, but with very high expectations in terms of time commitment and deliverables.

Please feel free to reach out to me at John Schembari, Ed.D. | LinkedIn.

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4 Critical Adult Learning Mistakes Your Organization Can’t Afford To Make



As an educational consultant, I facilitate teacher professional development across the United States and, sometimes, internationally. While there might be consensus in the education field on the importance of using rigorous learning standards to guide instruction, exactly which standards should be used is a matter of heated debate. So, when I once accidentally mentioned in Texas the Common Core State Standards, an eruption of anger ensued. It turns out, Texas passed a law banning it! It was as if I had crossed the Rubicon; there would be no going back. From this point on, no one in this training session was listening to how to break down standards into daily lesson objectives—a process applicable to many standards frameworks. I learned a valuable lesson that day: know one’s audience when training staff.

Across many industries, there should be standard practices to ensure the effective planning and delivery of adult training and development. Staff training facilitators take heed. Failure to adhere to these practices can derail the best-laid professional development plans!

Why should we care? On average, companies spend $1,252.00 per staff member each year on training and development. Training can also be a time investment black hole with 33.5 hours of training per staff member per year being the norm. Despite this investment, 44% of new staff leave within the first six months of a new assignment. To replace these staff members, an organization also can expect to spend 21% of that staff member’s annual salary to replace them.

Here are four critical adult learning mistakes that are common missteps and strategies for steering staff training around these dangerous shallows:

I – Neglecting To Set Learning Outcomes


Man takes notes during staff training and development meeting

How do you know your training achieved its goals if an end target is not established? Although it might be nice to go off-grid and take back roads while driving on vacation, organizations don’t have the luxury in terms of time or money to let staff training go wrong. Like when teachers plan lessons around a stated learning objective, clear success criteria should be established in every staff training. Let participants know what the success criteria will be up front. Better yet, tell participants what they are going to do, do it, and then tell them—or have them tell you—what they did.

During training, monitor how well participants are learning the training material. It is easier to rephrase concepts and to reteach “in the moment” than to have participants leave trainings unprepared thus requiring follow-up staff development down the road. Consider using strategies such as signaling, choral response, and cold calling as checks on understanding. At the end of training, revisit/summarize with participants how the success criteria were met. Be sure to define/record the next steps.

II – Thinking Too Little About Personalization


Woman facilitates staff training and development

Recognize that participants are people who come to staff training at various content readiness levels and with different backgrounds and cultural knowledge. Participants also might be used to learning in a particular way, even if research is now telling us we learn best using multimodal approaches, and/or interacting with internal/external stimuli dissimilarly (introverts vs. extroverts). Facilitators of learning need to meet participants in the zone where they are ready to learn and in ways that engage them in learning.

Provide a story or models when presenting your content that will interest your participants and of which participants have background knowledge. For participants less familiar with the content, training facilitators can provide scaffolds and/or learning supports so that they can meet the established success criteria. For staff who are already knowledgeable about training content, provide different options for professional development.

III – Undervaluing The Impact Of Collaboration


Team collaborates on a work project

Rather than expecting training designers and facilitators to serve as fonts of knowledge, these people should act as learning guides and as curators/collectors of knowledge being acquired during training. Embed collaborative learning activities within the body of any staff training. To focus trainees during collaborative activities, provide training participants with the analytical questions with which they are to engage up front. Determine the discussion protocols that will be used to allow for equal representation of voice and that create collective knowledge around the training topic. Jigsaw activities, Inside-Outside Circle discussions, and quick Think-Pair-Share conversations are three easy ways in which to engage participants in collaborative discussion. There also are more formal discussion protocols out there.

IV – Limiting The Learning Environment


Professionals attend staff training and development meeting

Post anchor charts for tasks, important links, text, infographics, etc. around the room, on Padlet, and/or on Google Drive. Extend learning and support to training participants by using 24/7 virtual discussion boards. Also, consider which training content can be delivered through online courses. Online courses, for instance, that culminate in one earning a digital badge can go some way in breaking down training content into digestible parts, allow people opportunities to complete training on their time schedule, and help organizations validate that staff has met a certain knowledge threshold.

Don’t Be Taken By Surprise


Man and woman talk during staff training and development

Staff training disasters cannot always be prevented. However, staff developers do not have to be blindsided by common staff development pitfalls. If thoughtfully planned out, in the ways discussed above, staff training can be an impactful way through which to increase staff knowledge around their roles and responsibilities as well as your organization.

Please feel free to reach out to me at John Schembari, Ed.D. | LinkedIn.

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4 Critical Adult Learning Mistakes Your Organization …