Let’s move into our third topic in The Constant blog series about leading change: Skills. Skill building is one of the most important and often overlooked components of Knoster’s Model. Time is such a precious commodity for educators, and the workload can be overwhelming. What can we do to support our educators by building skills with what little time we have?
Effective Skill Development
Let’s pause for a moment to draw on your previous knowledge and experiences. Think of the best training you ever attended. Jot down what made the training so memorable or effective. What are some of the characteristics you captured? Hold onto this list and see how it compares to the ideas shared below.
See It, Name It, Do It
Let’s discuss a research-based model for effective skill development: See It, Name It, Do It. This method is used for Leading Effective professional development (PD). Chapter 4 of Leverage Leadership 2.0 by Paul Bambrick Santoyo provides research-based practices for adult learning.
Before we jump in, let’s define the three-pronged approach:
Effective Skill Development: See It, Name It, Do It
See It: Participants see a model, or strong example, of the end goal of the session.
Name It: Training facilitators ask probing questions. This allows participants to fully unpack the model and name key components or criteria.
Do It: The training includes deliberate practice of the skills unpacked during the model to make the learning stick.
Practice-based Training
Effective PD allows campus staff to build a shared understanding of skills, practices, and/or systems that are identified as high-leverage for educators to implement in all classrooms for effective instruction. This allows campuses to establish a baseline understanding of the practices they’ll apply as a result of the training. Additionally, practice-based training allows participants to learn from facilitators as well as fellow educators.
Planning the Session
As you start planning the session, make sure you have clear, bite-sized learning objectives and outcomes that can be accomplished during the time frame of the session. For broader topics, consider shifting from one long session to smaller, sequential sessions to ensure you’re able to effectively train your staff in the period of time allotted. We recommend using a framework of best practices, such as the Get Better Faster Scope and Sequence or other research-based practices. These resources help determine a focus for PD, along with pertinent campus data that can help you determine what skills are needed campus-wide.
“The best way to narrow the focus of your PD is to ask a simple question: what do you want them to practice?”
Paul Bambrick Santoyo
See It
When planning the “See It” portion of your session, consider what the training outcomes look like when they’re implemented well. Make sure the model shared with participants strongly aligns with what you want staff to be able to do by the end of the session. Consider what questions you will ask participants. This enables them to fully unpack the model and glean key qualities of the model.
The “See it” section is a great time to embed time for individual, small group, and whole group processing and conversation. As participants interrogate the model, facilitators can monitor the understanding of participants by strategically monitoring conversations, so they have an opportunity to invite staff to share their thoughts and insights into what makes the model strong.
Name It
As participants share their takeaways from unpacking the model, be prepared to emphasize the key understandings that participants need to walk away with. This portion of the training is called the “Name It.” During this section, you’ll be able to honor the brilliance in the room by referring to the expertise and observations of participants as they unpack the model.
“If you name what you see, you see it more clearly.”
Paul Bambrick Santoyo
The key takeaways from the “Name it” section then become key criteria driving the practice portion of the training, or the “Do it.” This is where the magic happens. When training includes practice, it dramatically increases the likelihood that all participants leave with a clear understanding of what a skill looks like, the criteria for implementing the skill effectively, and how to bring the training to life on your campus. Practice is low-stakes and a great way to deliberately build skills and muscle memory.
“Any training without practice is just a meeting.”
Paul Bambrick Santoyo
Do It
For this model to be successful, leaders must cultivate a culture of practice and growth on their campus. For some educators, practice-based PD may be new. Here are a few tips on how to make a culture of practice a reality with your teachers and staff:
- Be a model of adult learning expectations by fully engaging in training and practice with your teachers, whenever possible.
- Show examples of the power of practice. Share examples of how other professionals rehearse and practice to build their skills.
- Be consistent in your expectations. Teachers who have yet to experience the power of practice may express discomfort at first, but will eventually understand that practice is a great way to build skills in a low-stakes environment.
- Maintain emotional constancy. When teachers sense that leaders are uncomfortable with practice, they will be too. When practice is natural for you, they’ll embrace it too!
“My success is your success. You won’t create common culture unless you show you’re in it too.”
Paul Bambrick Santoyo
Conclusion
The final element of strong systems for skill development is the monitoring and follow-up. When your teachers invest the time and energy to take risks and implement new skills, it is the best gift to celebrate their success.
Include a clear follow-up on the expectations for teachers and how leaders will continue to support them in trying something new. Make sure you have a plan to view teachers in action so you can see their success and help them refine their practices.
“A PD without practice won’t lead to learning, and practice without follow-up won’t make it stick.”
Paul Bambrick Santoyo
Follow our blog series, The Constant, as we continue to break down each component of change. Read the other articles in this series, Knoster’s Model for Managing Complex Change: An Introduction, and Knoster’s Model for Managing Complex Change: Creating a Vision on the ESC Region 13 blog.
References
Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. Jossey-Bass.
Megan Cruz is the Project Coordinator for the Texas Instructional Leadership Team at ESC Region 13.
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