Eating vegetables, wearing bicycle helmets, getting enough sleep and school are all good for kids. Right? What if you found out that the vegetables at your family dinner table were dangerously polluted with toxic chemicals, would you go ahead and serve them? That bicycle helmet your nine year old received for Christmas has a flaw in the design. Would you go ahead and allow that nine year old to wear it? Stupid questions, right?
Then why would we continue to use a system that is not best for kids? We would not! That goes against all that is valued by most in education. Response to Intervention, RtI, is not new. Idea 2004 and all the research that went into its compilation, ardantly reveal the potential dangers of the 30 year old discrepancy model. RtI is a strange bird. It is not a federal mandate and does not carry with it the all too familiar tag of accountability. States cannot require school districts to follow the 30 year old discrepancy model of identifying students with special needs. The proposed regulation, suggested in IDEA 2004, does permit states to prohibit districts from using the discrepancy model. So, where do you stand?
First question - Is the principal on the campus an instructional leader? You must answer yes or no. If your answer is "no," then get in your travel machine and set the date to circa 1950. I'm not judging only reporting the obvious. If you answer "yes," then proceed.
Second question- To what extent does the instructional leader play a role in implementing RtI?
No going back to your time machine. Diagnosing learning concerns and prescribing solutions may require re allotment of staff, schedule changes, allocation of funds and support for proven- evidence based instructional models. Who is in charge of the decisions and resources needed to accomplish such lofty requirements? Hopefully, the principal has some influence over why and how the above should occur.
Third question- Is learning the direct result of instruction? John E. McCook contends that "Learning is the direct result of the intervention of three sets of variables- student skills, the curriculum and the instruction provided to the child" (The RtI Guide). The instructional leader must be at the helm overseeing the integrity of instruction and supporting changes that influence learning in a positive direction.
Life is a collaborative effort or we would all be hermits. Let me know what you think. What role does the principal play in the RtI process?
I agree that we must be the instructional leaders of our school with the support of instructional coaches and the teachers themselves. RTI has challenged our teachers to get creative in meeting the needs of all students. As an instructional leader I must support their efforts, provide them resources and observe what is going on in each classroom. I love to do walktroughs but I really love to be invited to observe one students and his or her learning, these are often the students that come to our IT committee. If I have observed them learning I am able to make suggestions, share ideas and support the teacher in her efforts.
ReplyDeleteObservation is such an important role in identifying any diconnect between instruction and learning. I really appreciate your solution of observation. It is not to search and find what is wrong, but to aid in finding solutions that are best for that student. What a great idea. Thanks for sharing.
ReplyDeleteAbsolutely, the principal is the instructional leader of the school. What a challenge this is, though. Our attention is constantly diverted to the things that are not about instruction, but support it. When is there time to be a learner about learning, and then to plan to lead learning? As an instructional leader, it is vital to plan for that time and make it our most important role. We find that we make time for what we value: often we value calendar and scheduling, parent contact, teacher appreciation, etc. and we find a way to make that happen. Scheduling a quiet time in your week for focusing on your own professional learning, perhaps with your AP, could be quite valuable in keeping your mind fresh and focused on the main thing. Even 30 minutes of checking in on a couple of blogs, or reading the articles in the newest ASCD journal are easy ways to be able to add to the professional conversation at your school. Imagine a world where you led a conversation with teachers in the hall by saying, "That reminds me of something I read in my __________ this week." What a message modeled for your teachers!
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