Part V. Application of OKRs in High Schools
This past week, we have gone down the OKR train with regards to what Objectives and Key Results were, how to establish them with your staff, and even made a few examples. I dedicated this entire week to said topic, because I truly understand the value of implementation into schools, as we’re doing this now with my own staff. Here’s some of our findings so far…
We’re realizing that the check in’s have reconnected the staff.
We realized that some Key Results that we need, revolve directly around how we teach, how students are learning, and the delivery of our instruction. For example, if an Objective is: Decrease the amount of special education and english language learner students scoring in the “below standard” category on the ridiculous “smarter” balanced assessment that the state of California is bought by, I mean used for students as a benchmark for learning — the glaringly obvious area to focus on is teaching.
You key results now, can look like this:
KR#1 — evaluate the current method of lesson planning and decide on a school wide template to be presented in the next collaboration meeting
KR#2 — create a data presentation breaking down the results of the state assessment and share it with the staff at the next collaboration meeting
KR#3 — through professional development, have all staff using the new planning template by the end of the semester
KR#4 — create a data presentation based on a mock state assessment or practicum, and compare the trends against the previous year’s results
KR#5 — using funding allocated to doing so, define and establish support for students in addition to class time
KR#6 — share best practices weekly in collaboration groups, each group should bring 1 major finding to the next staff meeting
* Notice that each has a deadline for completion, is measurable, and relevant to meeting the objective, within the group assigned to work on this part of meeting that goal. Remember, TEAMS of staff, not just one group or one teacher, are also working on meeting the objective.
Very quickly, each of our KR’s revolves around teaching and instruction. Planning is in there, collaboration and sharing best practices is there, using data to inform instruction is present, and all revolve around revision. As a staff, it is clear that the focus is on teaching, and therefore I ask this — since the process proves to be non-threatening, is used to enhance teaching and hence learning as well, and attempts to unify the staff in doing so, can this process replace your current teacher evaluation?
I will spend time on evaluating teachers and instruction in an entirely separate piece, however, here we find ourselves asking this question about our current system:
- Does it work? Is it effective? Can your current evaluation method actually lead to improved instruction?
- Is it time well spent in figuring out that although it may work for some — those are natural teachers, and EVERY SINGLE STAFF HAS AT LEAST ONE OR TWO, THAT ARE NOT.
Think of using OKRs to evaluate teaching and learning, as creating individual education plans for teachers.
It’s differentiation to meet the needs of your staff, instead of saying, which I am guilty of completely as well, “Here’s what worked for me back in the day, you should try it.”
I have had the privilege of using an old one that I inherited as an AP, and I was also given the ability to reinvent it from scratch as a Principal. I look back and think, both were ok, both were good for some and others hated it, and therefore it was a system that we used. All schools have an evaluation system. Each observation requires hours of focus and attention when done effectively — I don’t care how tech savvy an administrator is.
If I had check in meetings with teachers, because a school goal is focused on the quality of instruction, which 9 times out of 10 they usually are, then I’m really conducting evaluation of instruction without going through the evaluation process. Think about that for a second.
I’ll bet that going the route of non-intrusive, non-threatening, and a collaborative effort in determining areas for focus and the route we’re going to take as a team in getting there, will bne a breath of fresh air.
I’ve flipped the switch in what was traditional evaluation, and made it real.
If you’re an administrator reading this, ask yourself how nice it would be if you were able to cut your observation time down and report writing down, by half the amount of time, while gaining tremendously from the new process — wouldn’t you at least try it?
The check in’s with staff are mini post observation conferences if you need that simple of a comparison because this is too outside of the box. You set out a target for focus, they try it and collect their own evidence in doing so, and then based on their findings, you assist and support.
When I observe staff, I say, “I’m not doing this so I can grill you or call you out and hold you accountable with negative ratings. I’m doing this so you can learn to do your job better, and I’m looking to help you enhance your craft.” This is usually met with largely open eyes filled with surprise and amazement.
Most teachers look at observations as something intimidating, negative, pointless, and time consuming. Do they lead to a school wide focus? The answer is usually never. Are they even impactful considering the amount of time that goes into the process? Not at all, considering you’ve spent hours in review and writing, and the teacher spent hours in prep and left all else to the waist side while doing so.
Check in’s are quick. The teachers can schedule the meetings with you. Objectives that are created by the staff are focused on needs of the school. When the same staff creates Key Results and attempts to meet the objectives, and you monitor this process with an open door policy that revolves around support and regular meetings for revision or assistance, you have created an ongoing system of evaluation that no one even realizes is taking place.
Now, you see organic instruction. Now, you see real change based on real issues that you guys can solve together. This, is the goal of using OKRs in schools. And barely anyone is using it!
Let me help you be one of the first to roll it out. Let me work with you and your staff in trying something outside of the box in education, yet proven in the business world as a massively effective way of refocusing your entire staff, shifting the goals to what’s most important, and making everyone’s lives so much easier due to throwing out what never worked for everyone, and getting everyone involved in making a new system successful.
You can do this guys! Now is the best time to start!
