I find it interesting that the classroom structure we as educators strive to create can prove to be the very barrier that prevents our students from thriving. Is it the structure or perhaps the delivery of curriculum that could be flawed? Could it be so scripted and out of touch that opportunities for exploration and discovery become highly improbable?
It seems to me that the delivery of instruction is in many ways dependent upon the structure of the classroom, which is inextricably linked to our system of education. The result is that efforts to implement major changes in either delivery or structure, places us in a situation where we have little control. We are faced with the dilemma of bringing change to an educational system that is rigid and constraining. It appears to me that it would behoove us to identify those areas of our system that allow flexibility, and concentrate on making positive changes that are applicable. We cannot change the bricks and mortar, nor the laws and edicts of the state, but we can, and must, change those things within our control.
When we talk about bringing change to structure I think we also mean enviroment. As a new administrator I have come to a few conclusions. The first one being in order to have teachers change anything at all you have to show them and their classrooms respect. Second you have to show that what you are asking them to change is what is best for THEIR students. I agree we must start off small and then move to the big stuff.
I agree with you Jeanine. As a classroom teacher, I also think it is important to get teacher buy in. Once you get the the right people on board, change is contagious. The leaders in each campus are an integral part of the school culture and can play a major role in the successful restructuring of education.
Is it teacher buy in that we need or a learning community that is responsive to the changes that society and school expectations have had in the development of our children? We no longer serve the type of child that we were growing up. As a campus leader, I can easily profess my philosophy for change, but what I really find transforming is when that change is recognized and cultivated by the learning community I am a part of. I would rather have teacher ownership than teacher buy in. The difference is being, “in agreement with change” and “a designer for change.” For instance, our students today have been highly impacted by the increased use of media and technology. The media multitasking they partake in and are exposed to require a myriad of complex processing skills. Therefore, their ability to internalize and apply content and ideas via media portals is infinite. As learning communities, we need to recognize it for what it is and utilize it for their advantage, not ours. I can direct change, but I can’t make my team own it. As such, I’m a fool to believe that it would happen just because I said so or because I provide them support in other ways. Every piece of the puzzle requires ownership. Ownership requires more than just participation; it requires conception. Is it easy? Gosh no. Does it take time and relentless pursuit? Absolutely! Is it won by the rousing of small but significant changes? Yes.
Sam said, "It appears to me that it would behoove us to identify those areas of our system that allow flexibility, and concentrate on making positive changes that are applicable."
Jeanine said, "The first one being in order to have teachers change anything at all you have to show them and their classrooms respect."
Yvonne said, "The leaders in each campus are an integral part of the school culture and can play a major role in the successful restructuring of education."
I think we can all agree that identifying systems that foster positive changes require facilitating a climate based on mutual respect and recognizing the significant role collaborative leadership plays in successful school reform. The alignment of curriculum, instruction, climate and assessment are in the palm of the shared decision-making that can come from an innovative learning community. Each member of the team plays a central role. We must challenge ourselves to cultivate an urgency of what our students need, not just at the end of this year, but for graduation and LIFE. It has to start with each of us.
I am realy enjoying your thoughts, I reflected a great deal on them last night. :)
I agree with you Sandra as teachers do need to have ownership but I think it starts with buy in. I don't think you get ownership without a buy in and a commited staff and a commited leader.
Very true Jeanine, they go hand in hand. In my experience, I have seen the best results come from a learning community that develops it's own model for change from a single spark. As change agents for reform, we set that spark and then let that community make it their own fit for that school. They do go hand in hand. Once it takes off, who knows or even cares which came first...the chicken or the egg.
About once a month, I email my teachers an excerpt from an article of interest I have recently read. If they are interested in it, all they have to do is email me a request and I provide them with a full copy. This week I sent one from Phi Delta Kappan titled, "Teaching Outrageously." This article revolved around designing lessons that tackle student boredom and apathy by enlivening the content thus captivating student engagement. I was surprised at the overwhelming response I received. Even moreso, at what followed… A group of teachers started an email exchange with me regarding the article and the usefulness in their classroom. WOW! Once we all started sharing ideas, I realized, they had created their own professional learning community. That was MOVING!
Welcome everyone...
ReplyDeleteI find it interesting that the classroom structure we as educators strive to create can prove to be the very barrier that prevents our students from thriving. Is it the structure or perhaps the delivery of curriculum that could be flawed? Could it be so scripted and out of touch that opportunities for exploration and discovery become highly improbable?
I look forward to your thoughts...
It seems to me that the delivery of instruction is in many ways dependent upon the structure of the classroom, which is inextricably linked to our system of education. The result is that efforts to implement major changes in either delivery or structure, places us in a situation where we have little control. We are faced with the dilemma of bringing change to an educational system that is rigid and constraining. It appears to me that it would behoove us to identify those areas of our system that allow flexibility, and concentrate on making positive changes that are applicable. We cannot change the bricks and mortar, nor the laws and edicts of the state, but we can, and must, change those things within our control.
ReplyDeleteWhen we talk about bringing change to structure I think we also mean enviroment. As a new administrator I have come to a few conclusions. The first one being in order to have teachers change anything at all you have to show them and their classrooms respect. Second you have to show that what you are asking them to change is what is best for THEIR students. I agree we must start off small and then move to the big stuff.
ReplyDeleteI agree with you Jeanine. As a classroom teacher, I also think it is important to get teacher buy in. Once you get the the right people on board, change is contagious. The leaders in each campus are an integral part of the school culture and can play a major role in the successful restructuring of education.
ReplyDeleteIs it teacher buy in that we need or a learning community that is responsive to the changes that society and school expectations have had in the development of our children? We no longer serve the type of child that we were growing up. As a campus leader, I can easily profess my philosophy for change, but what I really find transforming is when that change is recognized and cultivated by the learning community I am a part of. I would rather have teacher ownership than teacher buy in. The difference is being, “in agreement with change” and “a designer for change.” For instance, our students today have been highly impacted by the increased use of media and technology. The media multitasking they partake in and are exposed to require a myriad of complex processing skills. Therefore, their ability to internalize and apply content and ideas via media portals is infinite. As learning communities, we need to recognize it for what it is and utilize it for their advantage, not ours. I can direct change, but I can’t make my team own it. As such, I’m a fool to believe that it would happen just because I said so or because I provide them support in other ways. Every piece of the puzzle requires ownership. Ownership requires more than just participation; it requires conception. Is it easy? Gosh no. Does it take time and relentless pursuit? Absolutely! Is it won by the rousing of small but significant changes? Yes.
ReplyDeleteI may be all wrong, but this is how I live.
Sam said, "It appears to me that it would behoove us to identify those areas of our system that allow flexibility, and concentrate on making positive changes that are applicable."
ReplyDeleteJeanine said, "The first one being in order to have teachers change anything at all you have to show them and their classrooms respect."
Yvonne said, "The leaders in each campus are an integral part of the school culture and can play a major role in the successful restructuring of education."
I think we can all agree that identifying systems that foster positive changes require facilitating a climate based on mutual respect and recognizing the significant role collaborative leadership plays in successful school reform. The alignment of curriculum, instruction, climate and assessment are in the palm of the shared decision-making that can come from an innovative learning community. Each member of the team plays a central role. We must challenge ourselves to cultivate an urgency of what our students need, not just at the end of this year, but for graduation and LIFE. It has to start with each of us.
I am realy enjoying your thoughts, I reflected a great deal on them last night. :)
I agree with you Sandra as teachers do need to have ownership but I think it starts with buy in. I don't think you get ownership without a buy in and a commited staff and a commited leader.
ReplyDeleteVery true Jeanine, they go hand in hand. In my experience, I have seen the best results come from a learning community that develops it's own model for change from a single spark. As change agents for reform, we set that spark and then let that community make it their own fit for that school. They do go hand in hand. Once it takes off, who knows or even cares which came first...the chicken or the egg.
ReplyDeleteAbout once a month, I email my teachers an excerpt from an article of interest I have recently read. If they are interested in it, all they have to do is email me a request and I provide them with a full copy. This week I sent one from Phi Delta Kappan titled, "Teaching Outrageously." This article revolved around designing lessons that tackle student boredom and apathy by enlivening the content thus captivating student engagement. I was surprised at the overwhelming response I received. Even moreso, at what followed… A group of teachers started an email exchange with me regarding the article and the usefulness in their classroom. WOW! Once we all started sharing ideas, I realized, they had created their own professional learning community. That was MOVING!
ReplyDelete