Every educator and leader driving the shift to Project Based Learning knows that pausing to reflect is paramount to the long-term success of implementation. (It’s no wonder that reflection is an Essential Design Element in PBLWorks’s Gold Standard PBL Framework!) At the same time, leaders are incredibly busy with to-do lists that often resemble a scroll rather than a sticky note. That pressure to do more and do it faster can sometimes cause reflection to fall by the wayside.
We’ve learned that for PBL implementation to be successful and sustainable, engaging in reflection is a necessary leadership practice. It supports a culture of celebration and a mindset for strategic planning that emphasizes refining and enhancing the work where it will have the most impact.
At PBLWorks, we know, and the research supports, that leadership matters for making high-quality PBL happen. But in order to make moves that will actually improve student outcomes, those actions have to be grounded in data. At the root of this work is the need to reflect and “be real about what’s real.” We use the concept of creative tension, introduced by Peter Senge, to point out that the motivation for ongoing change comes from having an inspiring vision of where we are going and an honest view of where we are. The tension that exists between those two states, current reality and aspired vision, is exactly what is uncovered through operationalized reflection practices, and, as Senge says, is where the motivation for innovation lies.
Reflect: What’s the data?
Reflecting on your current reality starts with evidence, not assumptions. It means getting clear on your implementation goals and ensuring that those goals are, in fact, tracking toward the aspirational vision. It means gathering qualitative and quantitative data to assess progress, which might mean more than running a report in your learning management system. Challenge yourself to consider other ways of knowing; an emphasis on data variety and modes allows for the reflective process to reveal where PBL practices are already strong and where strategic focus is needed next, as shown on the table below:
Data Source | What it Tells You | How You Know |
| Teacher Lesson Plans | To what degree are teachers planning with the best practices of PBL in mind? | Use the PBLWorks Gold Standard Design Elements Rubric to review teacher plans. Identify trends in areas of strength (and celebrate those!) and areas of growth to inform your coaching moves. Use the rubric in pre- & post-coaching conversations, building a teacher’s capacity to use the tool as a design scaffold. |
| Student Work Samples | To what degree are student products and artifacts aligned with learning goals? | Use a Looking at Student Work Protocol of work-in-progress to determine if students are on track to meet the unit standards. Engage the teacher(s) in conversation about what they notice and how to close the gap. Get specific! |
| Student, Teacher, & Family Focus Groups | What is the perception of instruction here, really? | Use a standard set of questions (here are some examples) to gauge students', teachers', and families' perspectives on your PBL work. Use this rich input to affirm the work of your teachers and determine actions that best put their feedback in place; be explicit about how you’ll use what you learn! |
| Lessons Learned Roundtables | What can we celebrate as a staff, and where do we still require training & support? | Use this Lessons Learned Roundtable toolkit to guide teachers in a discussion about the “art of teaching” to inform your coaching moves and areas of celebration. Use your teacher's input to narrow down areas of shared focus and co-create the plan for refinement. |
Celebrate: What’s working?
After reflection, it is natural for educators to jump straight to “fixing.” But pausing to celebrate the wins is key to sustainability. It sends a strong message that you are prioritizing the process of enhancing teacher practice and student experiences vs. working toward a static outcome. When schools name where PBL is making a difference, whether it is attendance, engagement, interim assessments, socio-emotional indicators, or family and community feedback, the stronger the schools’ culture becomes. Celebration also builds confidence and serves as an inherent motivator–and models the value of focusing on the path, not only the final outcome.
Here are some strategies for building intentional celebrations into your school’s culture that name and amplify the "why" and the "how":
- During a faculty meeting or through a regular newsletter, publicly name the win and be sure to focus on the process, not just the outcome; highlight the specific teacher moves or instructional shifts that led to the success.
- Consider having a PBL traveling trophy, where you highlight a classroom that is exemplifying a particular Project Based Teaching Practice.
- Engage your staff in reflective conversation about how successful practices can be replicated or scaled across other grade levels or departments.
Plan: What’s next?
With clear evidence and acknowledged wins, planning to address the growth areas becomes manageable. Planning should be grounded in current reality; identify what to strengthen first and set a clear path forward. These plans focus on strengthening key areas of implementation in alignment with the current reality and in service of the aspirational vision. Lean on your eager and motivated staff to support the work by serving as models or coaches and by thinking creatively about what can be adjusted.
As with all impactful planning, be sure to set specific, measurable goals that you will gather data on and reflect on in the next cycle. Be strategic about what are the needs of the full staff vs. PLC groups vs. individual teachers or students. And remember, it’s the micro moves that lead to lasting impact.
Want to learn more about who we are and what we do with school and district leaders? Schedule time with Christine Lilley, Strategic Account Executive, at [email protected].
