- allow teachers to have a part in their own learning
- encourage collaboration
- be active/interactive
- give teachers the opportunity to set their own goals (content/process)
- be intensive and sustained, and
- offer follow-up through conversations, observations, or study groups
WSQ 9 and the PD article go hand in hand. It's like the authors of the PD article read chapter 9 of WSQ and used that template to create a PD program for their school. On page 125 in WSQ a characteristic of an effective teacher is one who has the ability to assess and support children who have learning differences. The instructional framework implemented at the Chula Vista schools provided the base for teachers to plan while addressing individual needs.
Page 126 in WSQ discusses the importance of active PD, that teachers need TIME (for discussions w/other teachers, planning), and how essential sustained PD is for student achievement. All three of these are addressed in the PD article.
- On page 557, one principal observed that teachers had the information, but weren't implementing it in the classroom. Instead of lecturing teachers, administrators gave teachers the opportunity to discuss why group work wasn't being implemented.
- The authors believe, based on the Chula Vista outcome, that teachers need ample time to collaborate with their peers and participate in ongoing PD in instructional planning.
- The obvious connection is the success of sustained PD at the Chula Vista schools. Their API score increased over 100 points since the sustained PD program began.
One particular idea from the PD article I would like to implement is "walking my building". I think this is a fantastic way for me to see what is happening in classrooms as well as making myself available more often. As I've been learning over the past few weeks, my teachers need more time to collaborate with their co-workers, plan lessons, and participate in relevant professional development. I'm excited to use what I'm learning in my PD and at my center.
Great break down! Walking the building would be awesome. I used to work in a child development center, that was one of my frustrations was I never saw the director. It was my first year to ever teach and honestly I was clueless. I felt alone! If I'd had a director that "walked through" I would have felt better about my work. I would have felt important. I also might have gotten positive feed back, suggestions, and help. I loved working at the DC, but I left because I Wanted to have support from other teachers. I moved to public school so I could improve. I wanted more feedback and suggestions on improvement. I think the more your teachers collaborate the more cohesive the center will be! Sounds like you've got a great grasp and are working towards some amazing goals! Good luck!
ReplyDeleteThank you, Kaitlin! Today I made the decision to walk the building at least three times during my day. I have 11 classrooms so it takes a while, but I really feel that any collaborative change at the center has to start with me. I hope that my staff will begin to see that we're all in this together and can learn from each other daily.
ReplyDeleteWow that's awesome! I bet the teachers felt so good! Especially being noticed! I'm sure that will have positive effects.
DeleteI bet just seeing you that often will make a difference as they will know you are interested and available.
DeleteJulie, How did your staff react when they saw your visiting each classroom? Do you think by just having more of a presence changed the climate? Did that give you opportunities to provide suggestions or talk with them more in depth (if needed)?
ReplyDeleteI think the article had it right with recognizing that teachers need time to collaborate for it to be successful. I also like how you noted how the principal handled the teachers who were not implementing the information into the classroom. Allowing for feedback helps to determine what is working or not working, it may also help determine if something is being implemented incorrectly. I love that!
Their overall reaction was a bit surprised, but positive. I tried to begin with "Good morning. Do you need anything this morning?" A few were set for their class, but others needed paint, construction paper, etc. If their students were working at centers I was able to have an actual conversation with them! I feel like it was a good first step.
Deleteawesome! I think that it was.
DeleteJulie, my first reaction to your blog about walking the classrooms was what Jacqueline asked. Did your staff know that you were going to be walking around? I know at times when I know my principal could be stopping by I get a little anxious. I think that it is great you are doing this. Will you allot a time to meet with them or do you plan on slowly implementing this new process? I think discussions are very important. I was just having this conversation with my teaching partner. I really enjoy the feedback and the opportunity to hear new perspectives.
ReplyDeleteDo you know how you plan on making time for your teachers for lesson planning yet? I know that it can be difficult to do.
My teachers didn't know I would be starting to visit their rooms more often. I did tell them that I wanted to make myself more available should they need anything. This morning I started as soon as I put my things away in the office. My next trip will be at rest time, and then later in the afternoon. I would love feedback from you, Kaitlin, & Jacqueline about how to plan time for collaborative planning for my staff. Our rest time is 12-2 and I have to make sure I cover lunch breaks for my full time staff, so I'm not sure yet how to implement this. What do you think?
DeletePersonally, I feel there is a different type vibe in a learning center. Just my experience. The principal stopping by was WAY scary. Usually because she had some evaluating paper to fill out. With a learning center, I feel like everyone wants everyone to succeed. I know that sounds cheesy, but it's true!
DeleteI"ll be interested in hearing how it all plays out over the rest of the semester.
ReplyDelete