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This article explores the importance of professional interaction with teaching peers and instructional leaders in developing teaching effectiveness. It focuses on fostering team learning in the school environment and provides insights into leadership and staff purpose, plans and procedures, and the role of learning communities and teacher leadership.
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Developing Structures for Teacher-Lead Learning Communities Jill Cabrera, Ph.D. Western Kentucky University
Reflection • In what ways did professional interaction with teaching peers and instructional leaders help you to develop teaching effectiveness? • How do you foster team learning in your school environment?
Focus on Teaching and Learning • Leadership and Staff Purpose • Plans and Procedures • Learning Communities and Teacher Leadership
Focus on Teaching and Learning • If we want to change what teachers do in classrooms, then we need to FOCUS on those actions directly” (Wiliam, 2007-08, p. 39). • Clarify the purpose of the Learning Communities & Communicate what the focus areas will be.
Developing Classroom Practice “Knowing that is different than knowing how” (Wiliam, 2007-08, p. 38).
Developing Structures for Teacher Learning • What? • Why? • Who? How many? • When? How often? • Grouping or Teaming? • What resources or supports? • How effective or impactful are we?
Involvement of Stakeholders Acting our way into new ways of thinking and doing (Wiliam, 2007-08)
Sample Plan • Teacher Learning Community—Focus on study of formative assessment • TLC Duration--2 years • Members--volunteers • Monthly meetings--75 minutes • Size of group—8-10 • Group composition—Teachers with similar assignments • Teachers will develop individual action plans for formative assessment and monitor and track progress.
Sample Meeting Structure • Introduction—5-10 minutes • Check up on past events—Progress • New Learning about the topic—Formative Assessment • Personal Action Planning—Reflection and Development of Details for New Action (Individualized) • Review of Meeting
What other supports are needed for the TLC to work? • Peer coaching? • Mentoring? • Readings? • Resources? • Other?
References • Wiliam, D. (2007-2008, December/ January). Changing classroom practice. Educational Leadership, 65(4).
Ten Roles for Teacher Leaders Brian Womack Science Consultant GRREC
Ten Roles for Teacher Leaders “The ways teachers lead are as varied as the teachers themselves”… The following 10 roles are just a few examples of how teachers can serve as leaders among their peers.
Resource Provider • Sharing instructional resources • Items including websites, instructional materials, readings, and other resources to use with students. • Sharing professional resources • Items including articles from journals, books, lesson/unit plans, or assessment tools
Instructional Specialist • Helps colleagues implement effective teaching strategies • Share ideas for differentiating instruction or collaborative lesson planning • Explore appropriate instructional methodologies and share with colleagues
Curriculum Specialist • Lead teachers with a deep understanding of content standards • Lead teachers to agree on standards, follow the adopted curriculum, use common pacing guides, and develop shared assessments • “Agreed Consistency”
Classroom Supporter • Work inside the classroom to help teachers implement new ideas, demonstrate a lesson, coteach, or observing & giving feedback • Blase & Blase (2006) – consulting with peers enhances self-efficacy and encourages a bias for action (improvement through collaboration)
Learning Facilitator • Teachers learning from teachers – focused on what directly improves student learning. • Professional learning that is more relevant, focused on teachers’ classroom work, and aligned to fill in the gaps in student learning • Effective communities of learning can break the isolation present in many of schools.
Mentor • Serving novice teachers is the most common role of teacher leaders • Acclimate and Advise • School traditions/norms • Curriculum • Procedures • Practices • Politics
School Leader • Servitude Leadership • School improvement teams • Support school initiatives • Represents school on community or district task forces • Shares the vision of the school • Aligns own professional goals with school or district goals • Shared responsibility
Data Coach • Teachers have access to a great deal of data • Don’t be data rich and information poor • Teachers leaders can lead the conversation on how to use the data to inform and develop more effective instruction • How does CIITS facilitate the data use process?
Catalyst for Change • Visionaries • “never content with the status quo but rather always looking for a better way” (Larner 2004) • Secure in their own work • Strong commitment to continual improvement • Questioning leads to analysis of student learning
Learner • Teacher leader = Lead learner • Most important role of teacher leader • Models continual improvement • Demonstrates life-long learning • Effectively uses knowledge and skills to improve student achievement • Breaks down barriers of isolation • Commitment to and willingness to talk about learning
Teacher Leaders…. • Shape school culture. • Influence practice among peers. • Improve student learning. • Understands “we” are smarter than “me.”
Collaborative Analysis and Collective Response Stacey Owen, Consultant GRREC
Collaborative Analysis and Collective Response Analyze the data and identify areas for targeted response. • As a team: Which learning targets require more attention? • As a team: Which students did not master which targets? • As a team: Which classrooms require additional support? • As an individual teacher: Which area was my lowest, and how can I improve?
