October 4, 2024 • 15 mins
Turnaround 4C Plan Tools:
Three Tier Teacher Evaluations, SR3 method of evaluating teachers, 5 x 5 Parent Contract
The Tier Teacher Evaluations, SR3 Method of Evaluating Teachers, and the 5 x 5 Parent Contract, integral components of the 4C Turnaround Plan, are key strategies designed to support new teachers in enhancing student learning and building leadership capacity across all stakeholders: students, teachers, administrators, and the community.
When implemented with fidelity, these tools foster school improvement through the four pillars of Climate, Culture, Curriculum, and Connections. This holistic approach not only promotes student success but also encourages the development of leadership within the school environment, ensuring long-term growth and positive change.
For more information about the the topics discussed, contact us at
Bryan Wright: brwright44@gmail.com
Mark McBeth: mark@educationalrelevance.org
If you found value in today’s episode, share it with a colleague, subscribe, and leave us a review. It helps us keep bringing you conversations that matter.
Thanks for listening. Until next time, keep leading with heart—and stay educationally relevant.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
bryan_1_09-26-2024_09334 (00:00):
Hello.
Welcome to EducationalRelevance, a platform for
experienced educators to shareproven successful strategies to
educate today's students.
I am Bryan Wright.
I'm an administrator for thelast 30 years in public schools.
I'm also an adjunct professor atConcordia University at this
present time.
With me is my partner in crime,Mark Mcbeth.
Mark is an educational leader,but also a accomplished author
(00:23):
regarding academics What we'regoing to discuss today is
teacher evaluation.
if you're going to talk aboutthe turnaround 4C plan, you're
going to have two things.
You're going to have naysayers.
You're going to have peoplesaying what we can or cannot do.
That's the first thing, but thenthe second thing you're going to
have teachers that you need toassist along the way.
How administrators assist thoseteachers in becoming successful
(00:44):
by helping our students reachtheir academic and educational
goals So Mark we're going totalk about the SR3 program and
that's SR3 stands for support,repeat, remediate, remove.
Mark, I'm gonna turn this overto you and start us with the.
Tiered level of evaluation thatyou've used
mark_1_09-26-2024_093346 (01:00):
very good.
I appreciate that.
A lot of people talked aboutinstructional leadership.
That's what schooladministrators are supposed to
be working towards.
It's really about supporting thepeople that are at the line
helping kids directly, andthat's about coaching and
supporting.
We make sure that the teachersalways have the essential tools
they need to be successful.
(01:22):
As a school, be constantlythinking about how do we help
teachers grow, reflect and thinkdeeper about their instruction
so they can enhance and improvestudent learning.
One way that focus on that is totake the tier support system
that we use for students andmove it over to the
(01:42):
instructional level to teachers.
So, 80 percent of our teacherscan be highly successful within
the idea of just ongoingprofessional development,
ongoing walkthrough support,reflective conversations, just
general support About 15 percentof teachers need more support.
(02:03):
They, need that sameprofessional development
repeated a little bit more, alittle bit more time.
We need to spend some timemodeling inside the classroom
for the teacher.
We need to do a little bit moreextensive support.
And then tier three teachers arereally those teachers that might
be new teachers or just teachersthat are really struggling for
(02:24):
one reason or another, and theyneed way more intensive support.
As school administrators, 80percent of our instructional
time working with that 5 percentof those teachers.
we're going to spend way moreintensive time really trying to
help this teacher get successfulultimately down to a tier two
support and hopefully into atier one support.
(02:44):
They're really helping kids besuccessful.
And so with that, we take the SRthree model that you're going to
go a little deeper in and itfits right inside that model.
bryan_2_09-26-2024_095549 (02:54):
Yeah.
Thank you, Mark.
well the first step is alwaysgoing to be support.
We also want to make sure aswe're doing this, we document
every step.
Step and what we're trying todo.
Make sure that's clear.
We have to document.
We also get the unions involved.
Hey, this is what we're doing.
We need your assistance becausethe 1st thing I want to make
sure that we're supporting thatnew teacher.
(03:15):
That teacher is having somedifficulty, we want to provide
them support.
So they don't feeluncomfortable.
So we can assist them and tryingto reach students in a more
positive direction.
The second step is going torepeat step.
That means maybe theymisunderstood what we're asking
them to accomplish.
So repeat it.
It's still a supportive measure.
how can we help you?
We want to make sure we areclear, you're certain, but what
(03:37):
we're saying we want you to do.
That's why we call it the repeatphase.
The third one is remediate.
we cannot continue doing this.
But even in that phase there,we're still talking about how
we're going to assist them, howwe're going to support them.
Matter of fact, when you talkabout repeating it, it maybe
improvement plans.
You can talk about that.
But in that improvement plan, wegive you more than enough time.
(04:00):
In some schools, they'll giveyou six to eight weeks so they
can say, Hey, we want to see howyou improve one of how we gauge
it for you want to make surethat each one of these steps
again Mark is going to be,documented.
Then the last 1, of course, andunfortunately, we cannot get you
to a point.
then we got to about ultimateremoval from the program.
you said something earlier, butwhen you talk about removing
teachers.
(04:21):
You said something I thought wasso, was so poignant.
mark_2_09-26-2024_095555 (04:23):
Yeah, basically there's two, two
reasons why a teacher would beremoved.
One, cognitively they just can'tgrasp the, concepts of being a
teacher.
and then the second one is theychoose it.
They make their own choice tonot adopt the system that we're
trying to help or to fit intothe system of enhancing student
(04:43):
learning.
And those two choices are whyteachers ultimately have to
leave our programs.
bryan_2_09-26-2024_095549 (04:50):
And make sure either in the multi
tier level, evaluation or theSR3 models, they're similar in
one way that's important, thatwe want to talk about supporting
teachers or they can becomebetter at their craft so they
can assist our students.
The ultimate
mark_2_09-26-2024_0955 (05:08):
decision
bryan_2_09-26-2024_09554 (05:09):
maker, Mark, is how.
It affects students in theclassroom.
That is the ultimate goal.
We want success academically, wewant success spiritually, but we
want success for those studentsThat's why we, we're not talking
about evaluating somebody so wecan find negatives.
We're trying to evaluate peopleso he can maintain positives
that we can maintain themfeeling good about what they're
(05:30):
doing, how they're doing it.
And that kids are the ultimatebeneficiaries
bryan_1_09-26-2024_093340 (05:35):
mark as we're doing these things What
is our ultimate goal with thoseteachers that who are using
these models of
mark_1_09-26-2024_093346 (05:41):
You know, we hire teachers under the
concept that we want them to behighly successful so they can
enhance student learning.
So ultimately our goal throughthis entire model is to help
teachers be highly successful.
bryan_1_09-26-2024_093340 (05:54):
And in this model you're talking
about, is kind of like aninverse pyramid, isn't it?
mark_1_09-26-2024_093346 (05:58):
the same thing.
I mean, it's the model looksexactly the same.
So we have students over here,teachers here, and we can do the
same thing, that same coachingand support for our support
staff.
That's the coaches and schooladministrators.
We can put them in that samemodel of support, but it's
really about that, that support.
(06:18):
But the, the reverse triangle.
Is really how much time we spendas school administrators and
coaches.
So, 5% of the teachers will take80% of our time about 15% will
take about 15% of our time.
And then 5% of our time is spentwith 80% of the teachers because
(06:38):
it's a general model that wejust have developed for every
teacher.
bryan_1_09-26-2024_093340 (06:42):
Mark, one of my ultimate goals when we
talk about this.
We're trying to maintain andkeep teachers in our profession.
what I've seen recently, Lastcouple of years that we got a
lot of young teachers who comeinto our profession that leave
within the first five years.
So the whole goal is to keepthese teachers, A, involved in
our profession, but also enhancewhat they're doing.
So eventually our kids will bethe beneficiaries of their
(07:05):
knowledge and
mark_1_09-26-2024_093346 (07:05):
Yeah, and I've read some recent
articles that still talks aboutthe number one reason teachers
leave the profession is theydon't feel like they're
supported by theiradministration, where they don't
feel like they're having theimpact that they should have
inside that school.
part of that plays with climateand culture that we've already
talked about having the type ofcurriculum support.
(07:27):
But it really comes down toWhether they're getting the
coaching and support, they feellike they can be successful.
bryan_1_09-26-2024_093340 (07:33):
Mark.
I know teachers come intoeducation today.
and I know we've seen too manymovies in the past or our kids
are being saved by theseteachers.
And I tell people all the timeour students don't need savers.
They need educators.
we have to make sure we areteaching these, new staff
members become leaders ofpeople.
(07:54):
Yes, but also become educators.
if you become better in yourcraft as a teacher leader,
you're going to be doing a lotof saving with those kids
eventually.
But at the same time, we got tomake sure we give them the
support they need Have you everhad a teacher or two, Mark, that
felt uncomfortable or basicallyunsteady as that they're
performing their craft?
mark_1_09-26-2024_093346 (08:13):
Yeah, yeah, absolutely.
I love coaching and supportingteachers.
I love bringing the teachers tothe new level.
You know, the biggest thing is,teachers sometimes don't know
what they're really doing.
And that's where we come in andwe reflect a lot with them, get
them think deeper about whatthey're doing and then, taking
them along.
(08:33):
For an example, I had a teacherwho was a continuing ed teacher,
came into the profession whenthey were 35 years old and they
knew their content extremelywell, but they had a hard
connection with kids.
They were they were nailing therigor with the kids, but they
weren't making the relevance andthey weren't creating the
relationships.
(08:53):
They weren't making theconnection, why kids should
learn that.
So in coaching that teacher, Iwas able to generate more
content with that teacher tothink about the relevance and
the relationships with the kidsand how he related with the
kids.
As a result, he generatedresults.
Kids started learning.
And his formative assessmentresults started to rise and he
(09:14):
could see the success once hesaw the success that he wanted
to gravitate towards it.
It's like, oh, now I got kidsinterested in coming to my
class.
Now the climate changed in theclassroom, the culture of how
things were done and felt insidethe classroom drastically
changed.
And, he became a pretty powerfulteacher.
bryan_1_09-26-2024_093340 (09:36):
Mark.
I also want to add when youngteachers come into our
profession, they don'tunderstand the meaning of having
a code.
Having something to put theirbelief system in belief systems
that we're going to change theworld.
That's fine.
But you also got to have abelief system that when those
hard times hit and thosedifficulties arise.
You say, Hey, I'm going to getthrough these difficult times
(09:59):
because I have this beliefsystem that I can make these
changes what's going on andwe're not talking about saviors
we're talking about having acode that you can live by an
education philosophy of thingsthat you can accomplish and
things that you can do.
And this evaluation system we'retalking about will assist them.
In reaching that code, reachingthose kids in a way where
they're benefiting from
mark_1_09-26-2024_093346 (10:19):
Yeah.
bryan_1_09-26-2024 (10:20):
instruction.
mark_1_09-26-2024_093346 (10:20):
I had, a special ed teacher and my
assistant football coach at myvery first job I had.
And one night we were out forpizza and he said, Mark, you
need to understand that noteverybody's going to be a
football coach.
As I'm working with all theseplayers, he's like, you know,
not everybody's going to be afootball coach cause they don't,
they're not all going to loveit, but they want to be
successful.
(10:41):
You got to push them to thesuccess level of where they're
at and where they want to be.
bryan_1_09-26-2024_093340 (10:45):
Now I'm in the land of Lombardi in
Wisconsin, you know, the onething that everyone talks about
when you mentioned VinceLombardi, is that the fact that
he built successful men.
Now, many of them stayed in thecoaching profession.
Bart Star being one, forexample, with the head coaches,
the Green Bay Packers, butseveral others were successful
in many different fields.
(11:07):
So what he was trying to buildwas success, not just with
players who's going to stay inthat profession, but success in
life.
And I think a lot of successfulteachers do that.
But in order to do that, theyalso need to have that game
plan.
So they can say, this is howwe're going to do it.
This is ways we're going tobecome successful eventually.
I think that's a great thing,but glad you said that.
(11:28):
Cause you're right.
When we talk about that, notevery kid, you're going to have
different successes with eachkid.
Some be successful as teachers,some be successful as business
leaders, but the point beingmade is building them, giving
them some, some ideas that youcan share with them so they can
become
mark_1_09-26-2024_093346 (11:43):
Sure.
bryan_1_09-26-2024_093340 (11:43):
long run.
Let me, let me shift gears mark.
I know we're talking about SR3and we're talking about
evaluations.
I do want to close out theturnaround 4C plan, but talk
about how we affect thecommunity.
We talked about that previously.
And I want to ask you about someideas that you did as far as
helping with community leaders,but also getting parents
involved in what we're trying toaccomplish.
mark_1_09-26-2024_093346 (12:04):
You know I would say you're really
the master at engagingcommunity.
But the things that I reallytried to get was highlighting
teacher success, what they didwell.
I tried to present it all thetime.
I would brag about what teachersare doing, but it was bragging
about teachers successacademically, how they were
(12:27):
academically enhancing studentlearning.
That's the things that, and, howthey were mastering their
crafts.
That's what I love to share withthe community and let them know.
That it's an artwork, you know,for a teacher to be highly
successful, it's, it's like apiece of art and, and I wanted
them to see what goes into thatpiece of art.
(12:48):
It's not just a drawing whenyou're done.
It's, it's a whole process andteaching the community about the
process.
I spent a lot of time doing thatand I think that was powerful.
And, very worthwhile to getcommunity to see the value of a
teacher.
bryan_1_09-26-2024_093340 (13:04):
For a guy who says I'm going to be the
master, that sounds Target.
mark_1_09-26-2024_093346 (13:07):
you're the, you engage the community so
much more than I ever did.
I'm in awe of what you do.
How do you do?
bryan_1_09-26-2024_093340 (13:15):
Well, we talked about that because if
you're talking about aturnaround 4C plan, one of the
goals we have and one of theparts of our game plan is
building leadership density andleadership capacity.
And the best way to do that isto get the community involved.
And making sure they understandthat it's a we thing, not the me
thing.
It's a we go, not an ego.
And so the whole point being isgetting everybody involved in
(13:36):
the same page as we continuing.
And, but also, and we talkedabout evaluative tools the
community evaluates us.
regular basis, and we invitethat because we want to be
evaluated because we want tomake sure the successes are
going to be shared for everyone,not just in the school,
students, the teachers, theadministrators.
(13:58):
And the community and we all area part of the success of what
goes on in that program.
So that's why it's so important.
I was going to mention the fiveby five parent contract.
as you know that we've used thatbefore Mark and the five by five
is something where it alignswhat's happening, but we also
ask parents to get involved intheir student's education.
we want to evaluate what we'redoing and our teachers are
(14:19):
doing.
We also want to make sure we getthe parents involved in that
educational process as well.
that gives five different ideasthat we want to share with with
parents, how we want to continuegetting them involved and
eventually, achieving studentsuccess.
I will include that this programat the end We'll have that ready
(14:40):
to give out Mark I'm gonna askyou one last thing regarding the
turnaround 4c plan that we'vediscussed the last several weeks
And what do you think?
Did we do a pretty good job intrying to explain?
How we think schools can becomesuccessful and talk about
mark_1_09-26-2024_093346 (14:55):
Yeah, I think we did.
I think we did a good job.
The key here is we're justgiving overview pieces.
people need to understand thatthat there's way more intensity
to each of those steps.
But if you adopt those concepts,climate and culture and
curriculum and connectionsEverything else will build
around it.
bryan_1_09-26-2024_093340 (15:16):
Well, I appreciate that and then four
c's again the turnaround 4cprogram is Climate Culture,
Curriculum and Connections.
And we talked about doing thisin the reasonable amount of time
to create a school and studentchange.
And yes, we do have a bunch ofC's, but at the same time, but
they know C's are so manydifferent programs that we want
(15:36):
to do and we want to make aschool be successful for all our
students.
I want to say, thank you, man.
That's a great time talking toyou.
we'll say thank you, Mark, forjoining me.
But we're going to have manyother programs.
We're going to continue as faras educational relevance.
idea to bring about for we canget measure and gain student
successes.
And this point in time,everybody, take care.
(15:57):
Bye bye.
Hello.
Welcome to EducationalRelevance, a platform for
experienced educators to shareproven successful strategies to
educate today's students.
I am Bryan Wright.
I'm an administrator for thelast 30 years in public schools.
I'm also an adjunct professor atConcordia University at this
present time.
With me is my partner in crime,Mark Mcbeth.
Mark is an educational leader,but also a accomplished author
(00:23):
regarding academics What we'regoing to discuss today is
teacher evaluation.
if you're going to talk aboutthe turnaround 4C plan, you're
going to have two things.
You're going to have naysayers.
You're going to have peoplesaying what we can or cannot do.
That's the first thing, but thenthe second thing you're going to
have teachers that you need toassist along the way.
How administrators assist thoseteachers in becoming successful
(00:44):
by helping our students reachtheir academic and educational
goals So Mark we're going totalk about the SR3 program and
that's SR3 stands for support,repeat, remediate, remove.
Mark, I'm gonna turn this overto you and start us with the.
Tiered level of evaluation thatyou've used
mark_1_09-26-2024_093346 (01:00):
very good.
I appreciate that.
A lot of people talked aboutinstructional leadership.
That's what schooladministrators are supposed to
be working towards.
It's really about supporting thepeople that are at the line
helping kids directly, andthat's about coaching and
supporting.
We make sure that the teachersalways have the essential tools
they need to be successful.
(01:22):
As a school, be constantlythinking about how do we help
teachers grow, reflect and thinkdeeper about their instruction
so they can enhance and improvestudent learning.
One way that focus on that is totake the tier support system
that we use for students andmove it over to the
(01:42):
instructional level to teachers.
So, 80 percent of our teacherscan be highly successful within
the idea of just ongoingprofessional development,
ongoing walkthrough support,reflective conversations, just
general support About 15 percentof teachers need more support.
(02:03):
They, need that sameprofessional development
repeated a little bit more, alittle bit more time.
We need to spend some timemodeling inside the classroom
for the teacher.
We need to do a little bit moreextensive support.
And then tier three teachers arereally those teachers that might
be new teachers or just teachersthat are really struggling for
(02:24):
one reason or another, and theyneed way more intensive support.
As school administrators, 80percent of our instructional
time working with that 5 percentof those teachers.
we're going to spend way moreintensive time really trying to
help this teacher get successfulultimately down to a tier two
support and hopefully into atier one support.
(02:44):
They're really helping kids besuccessful.
And so with that, we take the SRthree model that you're going to
go a little deeper in and itfits right inside that model.
bryan_2_09-26-2024_095549 (02:54):
Yeah.
Thank you, Mark.
well the first step is alwaysgoing to be support.
We also want to make sure aswe're doing this, we document
every step.
Step and what we're trying todo.
Make sure that's clear.
We have to document.
We also get the unions involved.
Hey, this is what we're doing.
We need your assistance becausethe 1st thing I want to make
sure that we're supporting thatnew teacher.
(03:15):
That teacher is having somedifficulty, we want to provide
them support.
So they don't feeluncomfortable.
So we can assist them and tryingto reach students in a more
positive direction.
The second step is going torepeat step.
That means maybe theymisunderstood what we're asking
them to accomplish.
So repeat it.
It's still a supportive measure.
how can we help you?
We want to make sure we areclear, you're certain, but what
(03:37):
we're saying we want you to do.
That's why we call it the repeatphase.
The third one is remediate.
we cannot continue doing this.
But even in that phase there,we're still talking about how
we're going to assist them, howwe're going to support them.
Matter of fact, when you talkabout repeating it, it maybe
improvement plans.
You can talk about that.
But in that improvement plan, wegive you more than enough time.
(04:00):
In some schools, they'll giveyou six to eight weeks so they
can say, Hey, we want to see howyou improve one of how we gauge
it for you want to make surethat each one of these steps
again Mark is going to be,documented.
Then the last 1, of course, andunfortunately, we cannot get you
to a point.
then we got to about ultimateremoval from the program.
you said something earlier, butwhen you talk about removing
teachers.
(04:21):
You said something I thought wasso, was so poignant.
mark_2_09-26-2024_095555 (04:23):
Yeah, basically there's two, two
reasons why a teacher would beremoved.
One, cognitively they just can'tgrasp the, concepts of being a
teacher.
and then the second one is theychoose it.
They make their own choice tonot adopt the system that we're
trying to help or to fit intothe system of enhancing student
(04:43):
learning.
And those two choices are whyteachers ultimately have to
leave our programs.
bryan_2_09-26-2024_095549 (04:50):
And make sure either in the multi
tier level, evaluation or theSR3 models, they're similar in
one way that's important, thatwe want to talk about supporting
teachers or they can becomebetter at their craft so they
can assist our students.
The ultimate
mark_2_09-26-2024_0955 (05:08):
decision
bryan_2_09-26-2024_09554 (05:09):
maker, Mark, is how.
It affects students in theclassroom.
That is the ultimate goal.
We want success academically, wewant success spiritually, but we
want success for those studentsThat's why we, we're not talking
about evaluating somebody so wecan find negatives.
We're trying to evaluate peopleso he can maintain positives
that we can maintain themfeeling good about what they're
(05:30):
doing, how they're doing it.
And that kids are the ultimatebeneficiaries
bryan_1_09-26-2024_093340 (05:35):
mark as we're doing these things What
is our ultimate goal with thoseteachers that who are using
these models of
mark_1_09-26-2024_093346 (05:41):
You know, we hire teachers under the
concept that we want them to behighly successful so they can
enhance student learning.
So ultimately our goal throughthis entire model is to help
teachers be highly successful.
bryan_1_09-26-2024_093340 (05:54):
And in this model you're talking
about, is kind of like aninverse pyramid, isn't it?
mark_1_09-26-2024_093346 (05:58):
the same thing.
I mean, it's the model looksexactly the same.
So we have students over here,teachers here, and we can do the
same thing, that same coachingand support for our support
staff.
That's the coaches and schooladministrators.
We can put them in that samemodel of support, but it's
really about that, that support.
(06:18):
But the, the reverse triangle.
Is really how much time we spendas school administrators and
coaches.
So, 5% of the teachers will take80% of our time about 15% will
take about 15% of our time.
And then 5% of our time is spentwith 80% of the teachers because
(06:38):
it's a general model that wejust have developed for every
teacher.
bryan_1_09-26-2024_093340 (06:42):
Mark, one of my ultimate goals when we
talk about this.
We're trying to maintain andkeep teachers in our profession.
what I've seen recently, Lastcouple of years that we got a
lot of young teachers who comeinto our profession that leave
within the first five years.
So the whole goal is to keepthese teachers, A, involved in
our profession, but also enhancewhat they're doing.
So eventually our kids will bethe beneficiaries of their
(07:05):
knowledge and
mark_1_09-26-2024_093346 (07:05):
Yeah, and I've read some recent
articles that still talks aboutthe number one reason teachers
leave the profession is theydon't feel like they're
supported by theiradministration, where they don't
feel like they're having theimpact that they should have
inside that school.
part of that plays with climateand culture that we've already
talked about having the type ofcurriculum support.
(07:27):
But it really comes down toWhether they're getting the
coaching and support, they feellike they can be successful.
bryan_1_09-26-2024_093340 (07:33):
Mark.
I know teachers come intoeducation today.
and I know we've seen too manymovies in the past or our kids
are being saved by theseteachers.
And I tell people all the timeour students don't need savers.
They need educators.
we have to make sure we areteaching these, new staff
members become leaders ofpeople.
(07:54):
Yes, but also become educators.
if you become better in yourcraft as a teacher leader,
you're going to be doing a lotof saving with those kids
eventually.
But at the same time, we got tomake sure we give them the
support they need Have you everhad a teacher or two, Mark, that
felt uncomfortable or basicallyunsteady as that they're
performing their craft?
mark_1_09-26-2024_093346 (08:13):
Yeah, yeah, absolutely.
I love coaching and supportingteachers.
I love bringing the teachers tothe new level.
You know, the biggest thing is,teachers sometimes don't know
what they're really doing.
And that's where we come in andwe reflect a lot with them, get
them think deeper about whatthey're doing and then, taking
them along.
(08:33):
For an example, I had a teacherwho was a continuing ed teacher,
came into the profession whenthey were 35 years old and they
knew their content extremelywell, but they had a hard
connection with kids.
They were they were nailing therigor with the kids, but they
weren't making the relevance andthey weren't creating the
relationships.
(08:53):
They weren't making theconnection, why kids should
learn that.
So in coaching that teacher, Iwas able to generate more
content with that teacher tothink about the relevance and
the relationships with the kidsand how he related with the
kids.
As a result, he generatedresults.
Kids started learning.
And his formative assessmentresults started to rise and he
(09:14):
could see the success once hesaw the success that he wanted
to gravitate towards it.
It's like, oh, now I got kidsinterested in coming to my
class.
Now the climate changed in theclassroom, the culture of how
things were done and felt insidethe classroom drastically
changed.
And, he became a pretty powerfulteacher.
bryan_1_09-26-2024_093340 (09:36):
Mark.
I also want to add when youngteachers come into our
profession, they don'tunderstand the meaning of having
a code.
Having something to put theirbelief system in belief systems
that we're going to change theworld.
That's fine.
But you also got to have abelief system that when those
hard times hit and thosedifficulties arise.
You say, Hey, I'm going to getthrough these difficult times
(09:59):
because I have this beliefsystem that I can make these
changes what's going on andwe're not talking about saviors
we're talking about having acode that you can live by an
education philosophy of thingsthat you can accomplish and
things that you can do.
And this evaluation system we'retalking about will assist them.
In reaching that code, reachingthose kids in a way where
they're benefiting from
mark_1_09-26-2024_093346 (10:19):
Yeah.
bryan_1_09-26-2024 (10:20):
instruction.
mark_1_09-26-2024_093346 (10:20):
I had, a special ed teacher and my
assistant football coach at myvery first job I had.
And one night we were out forpizza and he said, Mark, you
need to understand that noteverybody's going to be a
football coach.
As I'm working with all theseplayers, he's like, you know,
not everybody's going to be afootball coach cause they don't,
they're not all going to loveit, but they want to be
successful.
(10:41):
You got to push them to thesuccess level of where they're
at and where they want to be.
bryan_1_09-26-2024_093340 (10:45):
Now I'm in the land of Lombardi in
Wisconsin, you know, the onething that everyone talks about
when you mentioned VinceLombardi, is that the fact that
he built successful men.
Now, many of them stayed in thecoaching profession.
Bart Star being one, forexample, with the head coaches,
the Green Bay Packers, butseveral others were successful
in many different fields.
(11:07):
So what he was trying to buildwas success, not just with
players who's going to stay inthat profession, but success in
life.
And I think a lot of successfulteachers do that.
But in order to do that, theyalso need to have that game
plan.
So they can say, this is howwe're going to do it.
This is ways we're going tobecome successful eventually.
I think that's a great thing,but glad you said that.
(11:28):
Cause you're right.
When we talk about that, notevery kid, you're going to have
different successes with eachkid.
Some be successful as teachers,some be successful as business
leaders, but the point beingmade is building them, giving
them some, some ideas that youcan share with them so they can
become
mark_1_09-26-2024_093346 (11:43):
Sure.
bryan_1_09-26-2024_093340 (11:43):
long run.
Let me, let me shift gears mark.
I know we're talking about SR3and we're talking about
evaluations.
I do want to close out theturnaround 4C plan, but talk
about how we affect thecommunity.
We talked about that previously.
And I want to ask you about someideas that you did as far as
helping with community leaders,but also getting parents
involved in what we're trying toaccomplish.
mark_1_09-26-2024_093346 (12:04):
You know I would say you're really
the master at engagingcommunity.
But the things that I reallytried to get was highlighting
teacher success, what they didwell.
I tried to present it all thetime.
I would brag about what teachersare doing, but it was bragging
about teachers successacademically, how they were
(12:27):
academically enhancing studentlearning.
That's the things that, and, howthey were mastering their
crafts.
That's what I love to share withthe community and let them know.
That it's an artwork, you know,for a teacher to be highly
successful, it's, it's like apiece of art and, and I wanted
them to see what goes into thatpiece of art.
(12:48):
It's not just a drawing whenyou're done.
It's, it's a whole process andteaching the community about the
process.
I spent a lot of time doing thatand I think that was powerful.
And, very worthwhile to getcommunity to see the value of a
teacher.
bryan_1_09-26-2024_093340 (13:04):
For a guy who says I'm going to be the
master, that sounds Target.
mark_1_09-26-2024_093346 (13:07):
you're the, you engage the community so
much more than I ever did.
I'm in awe of what you do.
How do you do?
bryan_1_09-26-2024_093340 (13:15):
Well, we talked about that because if
you're talking about aturnaround 4C plan, one of the
goals we have and one of theparts of our game plan is
building leadership density andleadership capacity.
And the best way to do that isto get the community involved.
And making sure they understandthat it's a we thing, not the me
thing.
It's a we go, not an ego.
And so the whole point being isgetting everybody involved in
(13:36):
the same page as we continuing.
And, but also, and we talkedabout evaluative tools the
community evaluates us.
regular basis, and we invitethat because we want to be
evaluated because we want tomake sure the successes are
going to be shared for everyone,not just in the school,
students, the teachers, theadministrators.
(13:58):
And the community and we all area part of the success of what
goes on in that program.
So that's why it's so important.
I was going to mention the fiveby five parent contract.
as you know that we've used thatbefore Mark and the five by five
is something where it alignswhat's happening, but we also
ask parents to get involved intheir student's education.
we want to evaluate what we'redoing and our teachers are
(14:19):
doing.
We also want to make sure we getthe parents involved in that
educational process as well.
that gives five different ideasthat we want to share with with
parents, how we want to continuegetting them involved and
eventually, achieving studentsuccess.
I will include that this programat the end We'll have that ready
(14:40):
to give out Mark I'm gonna askyou one last thing regarding the
turnaround 4c plan that we'vediscussed the last several weeks
And what do you think?
Did we do a pretty good job intrying to explain?
How we think schools can becomesuccessful and talk about
mark_1_09-26-2024_093346 (14:55):
Yeah, I think we did.
I think we did a good job.
The key here is we're justgiving overview pieces.
people need to understand thatthat there's way more intensity
to each of those steps.
But if you adopt those concepts,climate and culture and
curriculum and connectionsEverything else will build
around it.
bryan_1_09-26-2024_093340 (15:16):
Well, I appreciate that and then four
c's again the turnaround 4cprogram is Climate Culture,
Curriculum and Connections.
And we talked about doing thisin the reasonable amount of time
to create a school and studentchange.
And yes, we do have a bunch ofC's, but at the same time, but
they know C's are so manydifferent programs that we want
(15:36):
to do and we want to make aschool be successful for all our
students.
I want to say, thank you, man.
That's a great time talking toyou.
we'll say thank you, Mark, forjoining me.
But we're going to have manyother programs.
We're going to continue as faras educational relevance.
idea to bring about for we canget measure and gain student
successes.
And this point in time,everybody, take care.
(15:57):
Bye bye.
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