Guiding Principle #1: Evaluation and change are highly personal. No claims of "objectivity" or "data-driven decision making" can circumvent this reality. People change first, then programs; significant change is never easy. Anticipate emotional responses to evaluation and change. Take time to build relationships.
Question #1: What is your relationship with the faculty, parents, and administration?
I feel that family relationships is a strength for me. I have a positive relationship with the vast majority of my families and I can say that with many of them our relationship is strong. Although I don't have children of my own, I make a point of trying to understand their concerns, fears, and questions. I try to remember to think about how I would want my child treated and cared for in a center. When parents have come to my office with concerns I listen first. After they have a change to voice their worries I try to paraphrase what I think I've heard them say and take a few notes if necessary so I can remember specifics. If I don't have an answer right then, I don't have a problem saying "I don't know, but I will find out for you". I think following through with what I tell parents has strengthened our relationship and they know they can trust me.
Other than myself, administration at my school is made up of my assistant and my owner. My assistant and I work closely on projects most days. I do have responsibilities she doesn't, but we are in sync for day to day operations of the center. Overall, I think we have a good relationship. We've worked together for 3 1/2 years and we have similar thoughts and beliefs about many issues. We certainly have our differences, but I feel that we are able to discuss them openly. I have a very good relationship with our owner. He and I have discussed before that we're able to talk about ideas and changes and actually listen to each other. We don't always agree, but we're willing to hear each other out and compromise when it comes to implementing changes at school.
Where my teachers are concerned, I would say that I have an overall good relationship with them. I try to be respectful and remember what it's like to be the only adult in a classroom for 8 hours each day. I definitely don't ask them to do anything I haven't done myself and I've begun checking in with them several times during the day for supplies, feedback, support, or whatever they need. That being said.....just today it was brought to my attention that one of my teachers feels that I favor another. I don't personally think I do, but regardless of what I think the perception for my teacher is that I do. I don't know what to do about that. I try hard to treat them fairly, but maybe I'm not doing such a great job at it.
Question #2: Can you identify the strengths of all the teachers you work with in the school?
When I started to think about all 35 members of my staff, I came up with at least one strength for 20 of them. This makes me think I don't know the other 15 well enough to know their strengths. This is an area where I need to work harder to develop really strong relationships.
Question #3: In what ways have you actively reached out to build a community of learners that is willing to take risks?
I am slowly beginning to assemble a core group of teachers that will become a leadership team. I currently have three teachers who have 10-15 years of teaching experience. We're working out details on when meetings would be most feasible. I also think I need to survey my staff to determine in which areas they desire more information and development. After our group discussions about sustained PD and working on my PD plan I feel more confident planning for my center staff, but for them to take ownership it needs to be related to their personal goals.
Guiding Principle #9: No changes are important if they cannot be sustained.
Question: What provisions are being made for sustained changes in the program?
On page 161 of WSQ 11 the authors state "sustainable change is not about supporting change to a final point, but to always "stay changing" in ways that reflect growth. This is not change for change's sake". That speaks volumes. To me that means I must be willing to constantly evaluate and reflect on our program and implement changes when necessary. The authors also write that specialists shouldn't confuse leadership with ownership. Instead, "ownership of the program has to rest with those making the changes". I think Principle #9 is closely related to question 3 above. For me to make sustained changes in my program, I must have a tight-knit community of learners that are willing to invest time and energy in their program.
Questions for my group-----
What suggestions do you have for identifying strengths of teachers and building a stronger team?
Did the person telling you that you favor 1 person over another give examples of why s/he thinks that? That would certainly help you identify where the perception came from. As for knowing your teachers, Have you ever sat down with each of them individually and had a conversation about their personal goals? I know time is of the essence in working with little ones in the setting you are in but that might help with identifying strengths.
ReplyDeleteShe didn't give anything really specific other than the teacher seems to come into my office a lot when making copies or going to the restroom. I think that's why I was a bit taken back by it. Maybe I need to become more aware of not just how I am around others, but how they act around me. Does that make any sense at all?
DeleteI sit down with teachers when I'm doing their yearly evaluation, but I honestly haven't asked about personal or specific goals. I ask if they have questions or concerns, but I'm beginning that's too vague of a question. I think I've approached evaluations in the past as something to be checked off of my to do list. Our next cycle begins in December and I want to prepare better questions and take more time with each teacher.
That may be something to think about (How others act around you) as that my be giving false impressions. I applaud you for planning to try and improve your questions of your staff. Maybe just asking them for a specific goal they have for themselves in terms of improvement or learning would be a way to start.
DeleteReally thought your questions were thoughtful! As a parent, I really respect your way of handling parent concerns and suggestions. I know before I had kids I sometimes I thought, "really? are you seriously talking to me about this?" Now that I have a child, I have a whole new perspective. I think you are WAY further than I ever was! I love how you listen, repeat, take notes, and then say You don't know if it's something you need to look up. Instead of taking the defense as a lot of people do, me included at times. I would feel SO comfortable coming to you if my child was attending your school with fears, concerns, or praises!!
ReplyDeleteSounds like you have a great relationship with the owner and your assistant! That's great! Those two relationships are so important in a school or learning center. I worked at a daycare before, and the director and her administration did not get long. It trickled down to the teachers and we felt it. So praises to you for realizing what a great relationship that is.
Question 1:
I think you stopping by the rooms a couple times a day is a great way of foster those relationships. By building relationships I think that's were you begin to see peoples strengths. You know them, therefore you know what they are good at, not good at, and what they like. Also having committees for different things (ex. news letters, parties, behavior teams, literacy teams, etc) This would give you a good idea were teachers think their own strengths our.
Thanks Kaitlin! I want our parents to feel comfortable at all times. Last year I realized that parents leave their children in our care and most of the time they've known us for less than a week. Such a huge responsibility! I really like your idea of committees! I think a good time to introduce it could be during evaluation meetings so I can learn more about their interests and goals. What do you think?
ReplyDeleteYeah! That'd be a great time. You could even develop an survey or inventory for them to fill out... or do online (since we are so tech savvy). Then you could group them based on needs, likes, or strengths. Or have them group themselves.
DeleteJulie, I think that you being aware now of not knowing a strength in all of your staff member is a great start to answer your question of what to do. Being aware that you have a goal to reach is the first step. The only thing I can think of is trying to do a walk through the classroom weekly.
ReplyDeleteI have often had concerns that parents might not value my suggestions because I do not have kids either. Unlike you, I always feel that I have to give them a direct answer so that they will be satisfied. I really like how you are able to let parents know you do not know the answer but you will find out. I think this is something I can learn.
I agree, as a parent all I want is to know you have the best interest in my child! So I think being attentive and listening to there needs is awesome! I would be very receptive to either of you guys as teachers! I feel you have the kids best interest not your own or how easy it is for you! Kids first!
DeleteThe weekly walk through would be great! I can't tell you how much that would have encouraged me as a teacher. I would have felt valued and safe to talk to my administration.
Thanks Erin. After reading everyone's responses to my post I feel I have a better idea of how to approach the problem. And as we've learned this semester, it all comes back to relationships. Some of my relationships are strong and others need work. But I know how to work on it. Becoming more available, more hands-on, more reflective, and more invested.
ReplyDelete