Leading Effective Learning Communities

Considerations when Leading Effective Learning Communities

Leading effective learning communities is a worthwhile and attainable goal for leaders of learning organizations. There are a number of different small adjustments that a leader can make to move their team along the continuum of learning. First and foremost for school leaders is focusing your organization on the goal of effective teaching practices. There are three resources which I would like to highlight that allow you to centre these conversations. Additionally, teachers must be given time to reflect on their teaching practice. How will they know if they are being effective? Hattie (2012) in Visible Learning for Teachers emphasizes the fact that teachers must make a significant impact on the learning outcomes of their students to be effective. What are some resources and ways to organize that can help us achieve our greatest potential?

Resources that Help Teachers Focus on the Learning of Students

The first resource is from Sharon Freisen (2009) at the Werklund School of Education from the University of Calgary. She has given us a window into effective teaching through the Teaching Effectiveness Framework. Found within this framework are five overarching principles: teachers as designers of learning, teachers designing worthwhile work, teachers weaving assessment throughout their designs, teachers designing in the company of their peers and teachers fostering the development of relationships between students and their work. To unpack these ideas a thoughtful and intentional design on the part of school leadership regarding professional learning is required. Leaders need to think carefully of how they can organize opportunities to dig deep into these principles such that teachers learn and reflect on their own practice. One such approach is the use of case studies. There is a wealth of these found at galileo.org in their classroom examples. Reviewing each these principles in action, provides insights that are much greater than simply discussing them.

The second resource is from Dylan Wiliam’s five principles of formative assessment found in his book, Embedded Formative Assessment. Friesen (2009) recognizes this as one of the five principles of teaching effectiveness and Wiliam contends, supported by extensive research, that this teaching practice is the one that has the most significant impact on student outcomes. His five principles include: clearly communicating learning intentions and success criteria, facilitating effective classroom discussions to gather information on what students understand, providing feedback that moves the learning forward, activating students as learning resources for one another and activating learners as owners of their own learning. Each one of these principles requires a deep of study and reflection, which is more successful in the company of others. They form the foundation of a common language for teachers about moving learning forward and most importantly are grounded in current research.

The final resource that I would like to highlight comes from the Galileo Educational Network at the University of Calgary. The DisciplineBased Inquiry Rubric contains 8 dimensions for consideration. Each one could be reframed into a question to promote teacher reflection on the design of a lesson or series of lessons that they have designed on a particular topic. For example: How does your design mirror the ways of knowing inherent in the discipline?, How does your lesson provide opportunities for students to develop competencies such as team work and perseverance?, What technologies could you use that would be junior versions of what is commonly used in the discipline?,  What forms of communications will they use that are inherent to the discipline? Have you considered having an expert help to inform your design or to move students learning forward? Each one of these questions highlights the core ideas of discipline based inquiry by design. Using questions like these can sponsor teacher reflection on the things that matter when it comes to designing worthwhile work.

Structures to Support Teacher Learning

Dylan Wiliam (2015) also gives us some insight through his work on leading teacher learning on how to promote these conversations from a structural view. Firstly, he highlights the importance of structuring time and space for what he refers to as the signature pedagogy of teacher learning. There must be an expectation on the part of school leadership that teachers will work collaboratively. Teachers must have a common understanding of what it means to be professional, to centre their work on student learning and how to work within a collaborative community. Having groups of teachers get together in an ongoing and thoughtful way, centering their conversations on artifacts of student learning or on the design of their lesson, where they can receive feedback on their designs and make sound decisions about their next steps is central to teacher learning.

He advocates for the formation of two learning communities with whom staff should connect. One of the groups will include members of staff who share a common content area. Discipline based inquiry that is designed by teachers must be ground in a sound understanding of the discipline and the content for which the teachers are expected to teach. Within this group, teachers can ask for clarification, and share in the expertise of the individuals who are teaching the same content information.

The second learning community would be composed of individuals who are of different faculties or grade level groupings. The conversations within these groups would be on sound pedagogy. Exploring and probing each other for big ideas in effective teaching like: What are your learning intentions?, How is this authentic to your discipline?, How are you planning to assess these students prior to their summative evaluations?, How could you make this task more rigorous? These types of probes, promoting teacher reflection on their designs for learning would help the individual teacher move their teaching practices along the continuum of effective teaching.  Additionally these groups could focus on student work. Using the looking at the work protocol (LAST) from visible thinking, teachers could uncover what students are able to do, where they need to go next and then plan for that.

Although time to meet is often offered as a barrier to undertaking this structural shift, leaders of learning organizations should consider how to find the time, giving the professional learning of their staff priority. As Vivian Robinson (2011) highlights, there is no greater impact a leader can have on the outcomes of students other than through the thoughtful and intentional design of professional learning within a building on the part of school leadership.

References

Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and Rubric. Toronto: Canadian Education Association.

Galileo Educational Network Association (2008). Discipline Based Rubric for Inquiry Studies. Retrieved from http://galileo.org/rubric.pdf on October 20, 2015

Harvard Project Zero. Visible Thinking (n.d.). Looking At Student Thinking (LAST) Protocol. Retrieved from: http://www.visiblethinkingpz.org/VisibleThinking_html_files/05_SchoolWideCultureOfThinking/05c_StudyGroupMaterials/02_LASTRoutine.html on October 20, 2015

Hattie, J.  (2012). Visible learning for Teachers. Routledge (New York & London).

Robinson, V.M.J. (2011). Student- Centred Leadership. San Francisco, CA: Jossey Bass.

Wiliam, D. (2011b). Embedded formative assessment. Bloomington, IN: Solution Tree.

Wiliam, D. (2015). Sustaining classroom Formative Assessment with TLCs. Presentation at NCSM, Boston, MA, April. Retrieved from: http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_files/2015-04-15%20NCSM.pptx on October 20, 2015.

Supporting Professional Learning In Practice

As mentioned in the previous blog I wrote, professional learning is supported by providing choice and promoting inclusion of all. These are all great ideas in theory but in practice what structures and events need to be in place to ensure that this actually will work? There are four major ideas that have emerged through our experience in the implementation of this plan: 1. Time must be embedded, 2. Whole staff events are organized with the intent of promoting cross-pollination of ideas, 3. Communication of the vision must be clear and 4. Making the work visible for others must be a primary purpose.

The greatest barrier to all professional learning within a building is time. There is never enough time to do the professional learning that we intend. The immediate needs of the classroom far outweigh what is often perceived as an additional thing that I need to do. Here are some ideas we have implemented to have more time: 1. shorten instructional time slightly to give time back to teachers (we have 30 minutes of contact time Monday through Thursday); 2. meeting times on a monthly basis is modified to provide additional professional learning time; and 3. having 10 non- instructional days, 7 of which are driven by departmental and individual work. Other ideas may be to set aside regularly 10-15 minutes of whole staff meeting time or department meeting time to engage in professional learning conversations. As Stoll, Fink and Earl (2003) like to write, “It’s about learning and It’s about time”.

Organizing whole staff events are at the core of the sharing opportunities that we provide. In addition, these whole staff events are key moments for us to organize collaborative groups and clarify the work we are undertaking. Here are some of the events that we have implemented. The first example is one where staff members are given the opportunity to explore the three different approaches to professional learning (action research, peer coaching, and PLCs). This was a time to come to a common understanding of the three different approaches and establish groups. These groups would then form norms of interaction. A second example is running a mini-convention. This was a great sharing opportunity. Sessions were put forward and facilitated by staff members and other staff members would choose which session suited their interest and needs best. A third event was a sharing and celebrating event. During this time staff were given time to prepare and share the work that they had been doing throughout the year.  A final example was one we did at the beginning of the second year. We hosted a “Revisiting, Reviewing and Revising” day where staff were given the time to adjust the focus of their work, form new groups, and chose a different approach should they have discovered their first choice was not working for them. Embedded within all of these different events is the idea that the event must promote conversation, leading to a cross-pollination of ideas and that it must be inclusive of everyone on staff.

Upon receiving feedback about areas of growth it became apparent for the need to enhance the communication of the professional learning within the building. Communication originally was exclusive to whole staff meeting, staff e-mails and during whole staff events. The committee that organized the professional learning was comprised of individuals from a number of different departmental groups but did not have representation from everyone. These individuals would share the work of the committee and obtain feedback during their regular departmental meetings or through informal conversations. Enhancements to this communication model included the following: creation of posters to be distributed through work spaces in the building to help make visible the mission and goals of the professional learning, distribution of a summative report to all Learning Leaders from each department in the building, and the creation of an orientation handout for new staff. It is through strong communication where misconceptions and ideas are addressed and clarified for staff. In the absence of clear information individuals are likely to generate and share misinformation.

Finally is the effort to share our work with others. There are a number of different approaches that we have used to help capture the professional learning that is happening and then showing it back to staff. These would include: asking staff to document groups goals, focus and norms of interaction; staff members use poster paper to share ideas, laminating them and showing them back to staff at other times throughout the year; providing staff members a hash-tag to use digital media such as “Twitter” to record ideas, comments and suggestions that occurred throughout whole staff professional development events; using post it notes and posting them on a whiteboard making ideas visible to others. These are few of the ideas that we used to help in an effort to share our work with others.

Professional learning is at the core of teaching and learning. As part of the High school redesign initiative we are called into professional learning where: structures are created to better support new types of learning relationships; collaboration and shared decision making are encouraged; administrators participate in the learning community and expand their leadership roles; teachers build and have access to a growing repertoire of approaches to learning; teachers work together to improve the design and delivery of the curriculum (Alberta Education, 2011). It is my feeling that the professional development vision that we have created and are using meets all of these requirements.

References

 Alberta Education (2011). Educators Roles and Professional Development. Retrieved from: https://ideas.education.alberta.ca/media/74562/edrolesandpd.pdf

Stoll, L. ,Fink, D., & Earl, L. (2003) It’s About Learning (and It’s About Time):What’s in it for Schools?. New York, NY: RoutledgeFalmer.

Supporting Professional Learning- Empowering Staff through Choice and Inclusion

At the current school that I teach, we have implemented a three year plan for our professional learning. Currently we are ending year two of the plan. The mission that we have with regards to professional learning is two-fold: 1. promoting innovation of practice through collaboration, and 2. making our work visible for others.

The vision that we are using is summarized in the following diagram:

 

The plan appears to be complex at first but has within it a number of different ideas. Fundamental to its implementation is the idea that leadership must actively let go and provide time and choice in the professional learning that their staff members are involved in. Secondly, the way in which the plan is implemented must be inclusive of all members on staff, in that way all are valued for their contribution to the growth and development of the teaching and learning that happens within the building.

The question arises at what structures and events must be in place to help ensure that these ideals are put into action. Firstly, the introduction of evidence based professional learning. It is imperative that staff members are made aware of the fact that highly effective professional learning happens when problems of practice are at the center of the conversation. Those problems only will arise as a result of the use of student work and data, which provides insight into the learning that is happening within that individual’s experience. There are three approaches that are heavily supported by the literature (W. Auger & R. Wilderman, 2000; R. DuFour, 2007; M. Evans, P. Lomax, & H. Morgan, 2000; S. Scott & F.C. Webber, 2008; B. Showers & B. Joyce, 1996; D. Sparks, & S. Hirsh, 2000). in which teachers become co-researchers of learning. Those approaches include: Action Research, Peer Coaching and Professional Learning Communities. (PLC).

Given the fact that these approaches exist, the first act of letting go is not to marry your staff members to one approach. Each approach has its unique value and each may be best suited for different individuals. As a result, within this model staff members are given the option to choose which approach they would like to use.

The second act of letting go is in the acknowledgement that every context is different and each individual has specific needs that are very difficult to meet in a one-size fits all approach. As leadership recognizes this fact there is an inherent need to allow staff members to choose what the focus is of their professional learning. For example, a science teacher may choose to do an action research project at a high school on the implementation of a philosophy of education that is grounded in early childhood education. They may want to explore what the implications are for a change to their practice while still maintaining the rigor of their discipline. This project is great for that individual or even a group of individuals in that context but may not suite teachers in the physical education department. The focus of the work that is chosen by individuals whom we recognize as professional is best chosen by that professional.

It is also through this act of letting go of “what” individuals will work on and “the approach” that they will use that you have created a more inclusive setting. Educators from all areas are included in this model as they are given choice through the self-selection of the topic they are focusing their learning on, best suited for their context, and the evidence based approach to the their work which best suits their needs.

Collaboration is another foundation of inclusion. Having a requirement that all teachers must work with someone, but providing them the opportunity to work with someone by choice is also inclusive. Having the flexibility for those individuals to choose someone within the building or someone outside is an extension of trust which is paramount to creating a collaborative culture within your team. Forcing individuals to work on a problem of practice that is not directly related to both individuals that have entered into a professional learning contract are being set up for failure. It is important to recognize that I am not stating that they should not participate in a cross curricular work, but it is important to avoid the creation of contrived professional groups where staff are expected to comply as opposed to becoming engaged with their work. Ensuring that there is an expectation of this collaborative approach helps to open conversations, generate new ideas and provides the opportunity to share our work with each other. In the act of having a common purpose, such as improving the learning experience of all students, and working on it together with others you are being inclusive. Providing choice is an act of acknowledgment of individuals as professionals.

Professional learning is a very personal experience. Teachers who are given choice are more valued. Structures that are evaluated through an ethic of critique are more inclusive. Trust is extended through letting go and as a result a more collaborative culture emerges. This model of professional development is one which has experienced success at achieving this end. Read my next blog post to answer the question of how we put this theory into practice?

 

References

Auger, Wendy & Wilderman, Ron (Fall 2000). Using action research to open the door to lifelong professional learning. Education. 121, (1), 120-127.

DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning?. Middle School Journal, 39(1), 4-8.

Evans, M., Lomax, P. & Morgan, H. (November 2000). Closing the circle: Action research partnerships towards better learning. CambridgeJournal of Education 30 (3), 405-419.

Scott, S., & Webber, C. F. (2008). Evidence-based leadership development: The 4L framework. Journal of Educational Administration, 46(6), 762-776.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.

Sparks, D., & Hirsh, S. (2000). A national plan for improving professional development. Oxford, OH: National Staff Development Council.

Effective Professional Development

There is no question of the importance of professional development and its impact on teacher and student learning. The following is a presentation that I made with two colleagues on it's implications, the characteristics of effective professional development and three types: PLCs, peer coaching and action research.

Effective Professional Development for Teaching and Learning on Prezi

How to Sustain Professional Development: Key Issues Identified in the Literature

Sustaining professional development is a complex task requiring an extensive amount of lead work, organizational planning and an investment in time developing and fostering relationships. Scott (2010) highlights the difficulty in "establishing sound, systematic, and sustainable professional development" (p. 12) despite what we would perceive as low barrier contexts, specifically focusing on two case studies; one out of Australia and another out of Canada. Schwahn and Spady (1998) identify five reasons why productive change does not happen despite a compelling organizational purpose. These reasons include: the system's statements of values, mission, outcomes and vision are not clear, concise, discriminating nor inspirational; stakeholders are not invited to participate in setting the organizational direction; the values, missions, outcomes and visions were not implemented immediately following their development; structures within the organization have not been aligned with the new vision; and support from the system in implementing the change is not sufficient (pp. 45-47). Lieberman and Miller (2005) acknowledge that "[c]hange is always accompanied by conflict, disequilibrium, and confusion" (p.161). Faced with these barriers to change how can educators move an organizations professional development philosophy from that of an isolated, self-centered ideology to one which Darling- Hammond and McLaughlin (1995) refer to as "a life-long, inquiry-based, and collegial activity" (p,598).
There are numerous insights throughout the literature which help us move from theory into practice with the goal to sustain professional development. We are obligated to critically re-evaluate "existing policies and practices in light of their alignment with a learner-centered view of teaching and a career long conception of teachers' learning" (Darling- Hammond & McLaughlin, 1995, p. 601). It is essential that we have a clear understanding of what peer collaboration looks like (Blase & Blase, 2004; Darling-Hammond & McLaughlin, 1995; Musanti & Pence, 2010; Scott 2010). Additionally, organizational structures must support the development of teacher leaders (Blase & Blase, 2004; Darling-Hammond & McLaughlin, 1995; Elmore, 2006; Lieberman and Miller, 2005). Further to that leadership must learn to let go as a form of capacity building resulting in the empowerment of teachers (Blase & Blase, 2004; Slater, 2008). Using these insights we have the potential to create sustainable professional development.
There is no doubt that in every school there is the presence of teacher leaders. These individuals are a cornerstone in the development of effective practice of their colleagues. In their paper on teachers as leaders, Lieberman and Miller (2005) highlight the a number of key characteristics of these individuals stating the teacher leaders: inquire into their own practice; share their practice with others in a public way; invent opportunities to lead and maintain connections to classroom practice; learn to lead in communities of practice that are collegial and support risk taking; create safe environments for professional learning for all with whom they work; are sensitive to context and culture; and they help to create an environment for learning that has influence throughout the school community (p. 161). Recognizing and then further supporting these individuals within your building is a first step in ensuring improved learning for everyone.
There is a smorgasbord when it comes to the vision of effective peer collaboration. Personally I have taught in a high school where the barriers that prevent collaboration, such as group think and the balkanization of school culture, remain entrenched. Scott (2010) calls for improvements in peer collaboration stating that "school leaders must consider effective teacher professional development processes that include a problem-solving orientation; collegial discussions and reflection; shared planning and resource development; peer observation and feedback; and skill and strategy exploration and adoption" (p. 15). Additionally, Blase and Blase (2004) provide some more practical advice for the principal in an effort to promote peer collaboration. Different actions they highlight involve a principal: having positive perceptions of teachers' capabilities; balancing the delicate interaction between support and pressure by letting go of traditional role expectations and also by encouraging teachers to take on new roles; developing shared vision and values; supporting shared decision making; promoting continuous learning; engaging all teachers and administrators in collaborative reflection, inquiry, problem solving, learning, and teaching; and providing regular opportunities to learn and grow (p. 184). Guided by their vision of what peer collaboration looks like and actions to support it, leaders of learning communities can promote sustainable professional development.
In my experience it is common for organizational structures to hinder the sustaining of effective professional development. The physical placement of teachers, the organization of timetables and the professional development itself is not supportive of teacher learning for best practice. Often providing the time to support collegial interactions in the development of curriculum and the evaluation of pedagogy aligned with the goal of improved student outcomes is lacking in the overall plan. Educational leaders are called to move past the managerial duties of running their school and meet their responsibility as leader who is called to "ensure that the structures and procedures that support and channel the learning process" (Starratt, 2005, p. 132). Scott (2010) highlights the role that technology could play in providing opportunities, removing the physical barriers to collaboration. "For technology-facilitated collegial networks to be successful however, teachers would need to have sufficient technology efficacy to be able to engage and be comfortable with the new media" (Scott, 2010, p. 10). Restructuring or providing opportunities through technology offer a potential way to help sustain professional growth.
There is a call for leadership to align policy, practice and organizational structures with a vision of teaching for understanding. Darling-Hammond and McLaughlin (1995) suggest design principles to guide teachers' professional development in overcoming the chief obstacle for policy makers' implementing systemic reform by "consider[ing] aspects of the larger educational policy context that foster or impede teachers' incentives and ability to acquire new knowledge, skills, and conceptions of practice (p. 598). Policies that are currently in place that hinder an authentic learning experience would include the implementation of standardized testing. This type of policy yokes the teacher to a test driven pedagogy denying the opportunity for a sense of professionalism which exudes a teaching for understanding.
Sustaining professional development involves supporting teacher leaders and peer collaboration. Leaders must evaluate and adjust organizational structures and systemic policies as well as empower teachers to move educators to a vision of teaching for understanding. Despite a gap between the theory and practice that Scott (2010) refers to, there is the potential for change. Given an understanding of what sustainable professional development looks like leaders need to take the next step, putting theory into practice.

References

Blase, J. & Blase, J. (2004). Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning (2^nd. Ed. Paperback). Thousand Oaks, CA: Sage Publications, Inc.

Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.

Elmore, R. (2006). Leadership as the practice of improvement. Paper presented at International Conference: International perspectives on School Leadership for Systemic Improvement. Retrieved from http://www.oecd.org/dataoecd/2/9/37133273.pdf.

Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151-162.

Musanti, S. & Pence, L. (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge and navigating identities. Teacher Education Quarterly, 37(1), 73-89.

Schwahn, C., & Spady, W. (1998). Why change doesn't happen and how to make sure it does. Educational Leadership, 55(7), 45-47.

Scott, S. (2010). The theory and practice divide in relation to teacher professional development. In J. O. Lindberg & A. D. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 20-40). Hershey, PA: IGI Global.

Slater, L. (2008). Pathways to building leadership capacity, Educational Management, Administration and Leadership, 36 (1), 55-69.

Starratt, R. J. (2005). Responible leadership essays. The Educational Forum, 69(4), 124-133.

Evaluation: Sound Practice for Professional Development and Student Learning

There is a common theme with regards to the need for effective instruction and professional development. In their article highlighting a research study supporting the effectiveness of professional development, Birman, Desimone, Porter, and Garet (2000) state ". . . it is essential that staff development provide the content and opportunities necessary to foster teacher learning and changes in practice" (p. 32). In light of instructional leadership on the part of teachers, Dick and Carey (2001) state that "[i]t is our thesis that the primary role of the teacher is that of designer of instruction, with accompanying roles of implementor and evaluator of instruction. This is a critical statement to consider. If education is to meet the needs of individual students through provision of appropriate knowledge and training in important skills, there must be increased dependence upon well-designed, effective instruction (p. 73). There repeated call for well-designed and effective professional development for teachers in addition to student learning opportunities.
Evaluation is a cornerstone in education. It informs us of potential issues in the future, how we are doing currently and how effective our learning experience was. According to Guskey (1999) in his paper presented at the Annual Meeting of the American Educational Research Association where he explores the evaluation process of professional development evaluation is defined as the examination of evidence and the application of judgment in a systematic investigation of merit and worth (p. 3). There is an obvious connection between the systematic design for instruction and effective professional development programs.
Guskey (1999) identifies three broad categories of evaluation including: planning, formative and summative (p. 4). Planning refers to an evaluation that takes place prior to the professional development activity. He highlights four aspects in this evaluation process including: identification of needs, assessing the characteristics of the participants, analysis of the context and the collection of related baseline information (p. 4). It is difficult not to draw the parallels that exist between Guskey's (1999) work with Dick and Carey's (2001) model of instructional design. Referring to their instructional model below, these four aspects are explicitly identified by Dick and Carey in their first three steps of a nine step design process for instruction.

Continuing the comparison, formative evaluation, according to Guskey (1999) is an evaluation that occurs throughout the process. Dick and Carey (2005) include formative evaluation in their instructional model and state that "[formative] evaluation provides the designer with a different type of information that can be used to improve the instruction" (p. 16). Guskey (1999) supports this by identifying formative evaluation as the most useful form of assessment as it is focused on the conditions necessary for success. It happens throughout the activity it usually provides the opportunity to make adjustments, modifications or revisions throughout (pp. 5-6). There appears to be a common belief between these individuals that formative assessments can inform and aid in the revision of instruction whether it is for teachers or students. It is integral and key to effective design.
Another commonality is that of the presence of a summative evaluation. Summative evaluations happen after the learning has occurred and it provides feedback about the effectiveness of the activity. Guskey (1999) indicates its role in the evaluation process of professional development, allowing for judgments of the overall worth or merit of the professional activity. The summative evaluation provides the opportunity for decisions regarding the life of the program or activity (pp. 6-7). In contrast, Dick and Carey (2005) have the summative evaluation as a separate component of the design for learning and do not consider it an integral part of the design process.

Clearly the three aspects of evaluation, planning, formative and summative are regarded as integral to effective instruction both for teachers and students.

References

Birman, B. F., Desimone, L., Poter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership(May), 28-33.

Dick, W., & Carey, L. (2001). The systematic design of instruction: Origins of systematically designed instruction. In D.P Ely & T. Plomp (Eds), Classical writings on instructional technology (vol. 2., pp. 71-80). Englewood, CO: Libraries Unlimited, Inc.

Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction: (sixth edition). Boston, M.A : Pearson/ Allyn & Bacon.

 

Guskey, T. R. (1999). New perspectives on evaluating professional development. In the American Educational Research Association. Montreal, Quebec, Canada.

Teachers and Educational Research- Promoting Staff Development

It is that time of year again, the same doom and gloom of the budget. Ballooning class sizes is the new way to deal with the budget constraints that have been placed on school leadership. How does one deal with this, how about teach 7 out of 8 classes? Sound familiar? I know that there are a number of teachers in the province that do this on a yearly basis. My question is at what expense? There is a clear statement in the literature to ensure effective performance of students in the classroom there needs to be effective teaching. How does one bring about effective teaching? Through the provision of ongoing professional development teaching practice is improved and thus student learning.

In their comprehensive review of the state of professional development in America, Sparks and Hirsh (2000), list a number of standards and guidelines that the National Staff Development Council states that they feel school systems should use including; setting high standards for the learning of all students, invest in teacher learning, embed opportunities for professional learning to name but a few (pp. 5-6). They also state that the NSDC promotes "at least 25 percent of teachers' time be devoted to their own learning" (p. 6). My question to those in power, controlling the funding for education, when do educators do this professional development that is highly recommended for enhanced teaching when individuals are teaching 7 out of 8 classes? Teaching without preparation time, would for me personally be reason enough for me to switch careers. I know that if I am not provided this time, I cannot do the best possible job for those kids in front of me. I have a moral obligation to bring my best for these kids and yet the system in which we work is not conducive to that. Where is the foresight on the part of political leadership? Are we not informed enough about sound education?

Sparks and Hirsh (2000) highlight the fact that teachers are not in the loop as they are often unaware of current research findings. "Staff development should be grounded in solid research, not only to convey the best teaching methods and appropriate curriculum content, but also to help school staff understand the process of change and how to work collaboratively to solve problems, alter the school's culture, and build structures that support teacher learning" (p. 8). If our teachers are not in the loop I would propose that our political leaders are even further out of the loop as evidenced by the priorities they set with their budgetary choices. The question arises as to how we as educators and future leaders in education bring this to everyone's attention? Spark and Hirsh (2000)propose the establishment of a National Centre on Professional Development to collect, filter and distribute information on professional development while States (or provinces) could be responsible for ensuring that there are adequate resources (ie. new teachers with mentors, increasing funding and time for quality staff development and monitor how the funds are spent). This information would need to be monitored by the provincial government, specifically the department responsible for education. Clearly there is a need to have education become a priority for our leaders in order for professional development to take its appropriate place.

Are there things that we can do at a local level that can promote the teacher learning that we so need? Can we do more with less? Spark and Hirsh (2000) outline a number of strategies that we can do at a local level in an effort to create a learning school: 1. Allow more time for staff to work and plan together, 2. Provide common planning time so teachers can study standards together, create lessons and practice and share new teaching methods, 3. Organize a time for sets of teachers who share common students to meet and discuss student issues, 4. Assign new and struggling teachers with a mentor (preferably with a common time to meet throughout the day), 5.Provide opportunities for peer observation, 6. Organize programs of peer coaching where teachers could help each other (p.11). In light of these suggestions, local school leadership have a difficult task (but worthy of the effort) in organizing their schools for staff learning.

"Missing from the field of research on teaching, . . ., are the voices of teachers themselves, the questions teachers ask and the interpretive frames that teachers use to understand and improve classroom practices" (Evans, Lomax and Morgan, 2000, p. 416). As an alternative to the common way of providing professional development, (one shot workshops, two day conferences) there is evidence of establishing an action research program with a staff as an effective way to enhance teacher learning. In writing about a school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching, Evans, Lomax and Morgan (2000), state that ". . . action research partnerships between schools and universities [are an] effective way for research-based school improvement too happen" (p. 407). Through the creation of an Action Research Group, led by a deputy principal, the leadership of Denbigh School was able to give the control over teacher learning, providing them the autonomy needed to create the intrinsic motivation required for true staff improvement (p.408). Handing over the reins to teachers, providing them with time embedded throughout the year to develop professionally and linking their work to a university where they contribute to the learning of all teachers is an extremely powerful tool for PD.

Dealing with budgets and the organization of a school is an unenviable task. Balancing the financial needs of the public with the learning of teachers and students is important for the success of education as a whole. Teacher involvement in, and public understanding of, educational research is not at the level which it should be. Political leaders and teachers alike need to be aware of current educational research and its findings. For teachers, doing research appears to be even more beneficial than just reading about it. It is an effective way to enhance teacher learning and subsequently fostering lifelong learning. For our political leaders we need to call on them to fund education in a way that promotes significant student improvement.

References

Sparks, D., & Hirsh, S. (2000). A national plan for improving professional development. Oxford, OH: National Staff Development Council.

Evans, M., Lomax, P. & Morgan, H. (November 2000). Closing the circle: Action research partnerships towards better learning. CambridgeJournal of Education 30 (3), 405-419.

Evolving Trends in Professional Development

Professional development (PD) is one of core principles of effective instructional leadership. Instructional leadership is often put on the back burner in terms of priorities giving way to the managerial tasks that face the principal on a daily basis. It is important that this does not occur within a school. It is through effective PD that good quality teaching and learning is facilitated, a vision for an organization is solidified, change is supported and a culture of learning is developed for all within the building.

It has been a trend for PD to be a top down initiative where teachers are presented material in a one shot workshop with hopes of changing practice. It is difficult for teachers to implement these strategies when they become a changed individual and re-enter an unchanged environment. Analogous to this is the story of students who participate in the LEAP program here in the Calgary Board of Education. "The goal of the LEAP (Learning Essential to Achieve Potential) program is to provide proactive support and interventions for junior high students identified as having mild to moderate behavioural needs" (Calgary Board of Education, 2010). These students participate in a six week program where by they gain skills to be able to survive in a traditional classroom but upon their return many individuals do not experience success. These students are re-entering an environment which has not changed. Not unlike the LEAP program the success of PD is dependant on the support and structures that the principal creates within their organization hence the need for change.

One trend that is changing our approach to PD is through the consideration of context. With regards to the development of a educational leaders as life long learning leaders Scott and Webber (2008) state that "[i]nsights gained through productive cognitive dissonance prepares learners for transitions to different responsibility levels within their organizations" (p.769). When applying this to the development of teachers the question arises as to how can we create situations where individuals get out of their comfort zone? Through the creation of vignettes, contextual situations where individuals are not sure what to do, teachers are forced to think outside of their box. Goldberg and Gallimore (1991)  further this by stating that  "[t]hese contexts should consist, preeminently, of engaging teachers in rigorous examinations of teaching; the concrete challenges and problems they face, the range of problems they face, the range of solutions, and, most important, close examination of whether,over time, there is progress in addressing these challenges" (p.69).

In addition to the contextual component of the PD, there is a requirement of embedding the PD throughout the year in the form of peer coaching. Showers and Joyce (1996) outline a number of principles of peer coaching; everyone needs to be on board, omit verbal feedback (focus on planning and developing curriculum and instruction),  the one teaching is the coach whereas the observer is the one being coached. Counter to the notion of instructional supervision, peer coaching diverges from the top down approach of commonly implemented PD. The supervision cycle of passive observation and critical feedback seems to be archaic with the introduction of embedded peer coaching.

Through efforts of  providing context and peer coaching, PD appears to be making a movement away from the on shot training efforts of the past.

References

Calgary Board of Education. (2010). Services for students with emotional/behavioural disabilities. Retrived from http://www.cbe.ab.ca/programs/spec_ed/se-emot-behav.asp#leap

Goldenberg, C., & Gallimore, R. (1991). Changing teaching takes more than a one-shot workshop. Educational Leadership(November), 69-72.

Scott, S., & Webber, C. F. (2008). Evidence-based leadership development: The 4L framework. Journal of Educational Administration, 46(6), 762-776.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16. 

Issues in Professional Development

Professional development is an opportunity for individuals to explore their interests and to support and enhance their practice. Teachers participate in professional development throughout their time within schools. Opportunities are provided to teachers in the form of participating in conventions, school led PD, to individual plans that are developed by the staff themselves. It is the embodiment of life long learning, a skill that we as educators hope to pass on to the students with whom we cross paths.

There are a number of issues arise in discussing the concept of professional development; need, delivery and mastery.

Issue 1: Need
The focus for professional development can be conceptually divided up into two broad categories. First is the need to address changes in education as a whole. Changes that arise as a result of a shift from modernity to post modernity, globalization and the realizations of dealing with global climate change. Education is undertaking a systemic change and the primary delivers need to be informed. Secondly, the changing needs of the teachers to successfully educate the 21st century learner. A learner that is more connected than any other generation in the past with an understanding that knowledge is contained in relationships between individuals. The question arises as to what need we are trying to address in this professional development? Will it have a direct or indirect impact on student learning and subsequently lead to better student outcomes?

Issue 2: Delivery
There are a three considerations when it comes to the delivery of the professional development; selection of what to do, how will it be delivered and who will choose? When choosing what to do for professional development there is an investment in planning that helps to ensure its success. It is of the utmost importance that the activity is directly linked to the needs addressed above. In addition, the professional development must to be grounded in research, both site-based and based in realm of academia. This grounding offers protection to those participating. There is nothing more cruel than implementing programs that are not supported broadly which turn out to be ineffectual.

With regards to the delivery of professional development a good understanding of adult learning theory is important. Recognizing the learning styles and the motivation of adults allow one to tailor professional development activities. It may be one individual or a committee that addresses the answer of how to deliver the information. Selection of presenters could happen within the facility itself, using expert teachers found within the facility or outside sources could be used in the form of educational specialists.

Finally there is the issue of who is driving the professional development? There could be a top down approach where system leaders implement programs without consultation with the primary recipients. This autocratic approach has draw backs in terms of the motivation of the participants in the development activities. The need for the PD may not be apparent, and as a result participation will lack resolve. On the other hand, it may be driven by an organic process where individuals recognize needs and voice them. Front line teachers having their needs recognized will be motivated to participate. The motivation creates a positive emotion in connection with the development activity and hence there is the potential of success.

Issue 3: Mastery
Given the recognition of the need for the professional development and the investment of time developing the appropriate delivery of the information the final consideration of your activity will be that of mastery. Will the individuals be able to successfully master the information? Communicating the expectations of what success looks like to the staff  is an important first step in mastery. Secondly, setting time lines and providing ongoing support will enhance the opportunity for its success. Finally making it a priority by providing sufficient time and resources throughout the rest of your timeline will provide the pillars for successful professional development.

Through this post I have identified three major considerations in the process of professional development; identifying needs, appropriate delivery and supporting mastery. When considering professional development and the potential that it has on impacting student learning it becomes apparent that issues of its implementation need to be addressed. Teachers are not islands onto themselves who participate in a process of isolated enlightenment. Working together as a field, drawing on information that is grounded in sound educational principles will lead us to enhanced student engagement and outcomes.

Motivation and Learning

Motivation is one of the keystones to successful learning. As teachers it is one of the most important considerations when planning instruction for their audience.  The question arises as to what motivation is and how can we as educators maximize it? Is the motivation of all audiences the same or are there significant differences between the motivation of children and adults as learners?

Have you ever struggled with your motivation? Faced with a long list of tasks to complete and no end in site, the light at the end of the tunnel is a mere point of light which does not seem to be getting larger. Wlodkowski (2004) refers to the word motivation “to describe those processes that can energize behavior and give direction or purpose to behavior” (p. 93). It is harnessing this energy and aligning the purpose of the behaviour of the learner with those of the instructor that will help in maximizing motivation. Recognizing the role that motivation has for educators is one of the keys to it's success.

Dan Pink recently wrote a book called "Drive." Pink highlights what he feels are the keys to motivating people within the workplace. Currently there is a belief in the field of business that if you want to motivate your workers you need to provide a large enough carrot. He tells us that carrots or incentives act to only motivate individuals that are performing the most basic and rudimentary of tasks. So how does one motivate individuals that have a much more complex task. To the surprise of most people it is not providing a larger incentive.

Pink outlines the role that autonomy, mastery and purpose play in the motivation of individuals to perform. Autonomy is providing the opportunity for individuals to be self-directed. Give the learner the opportunity to do something that they would like to do in relation to their job or topic and people will work harder.

In addition to autonomy is the concept of mastery. Learners will be motivated to complete tasks that they feel that they would have the ability to master. Mastery is the reason why people play video games, train to run a marathon, or practice a musical instrument on the weekend even when their is no economic benefit. This is also echoed by Wlodkowski (2004) “It is critical for adults to feel willing to learn what they expect they can successfully master.” (p. 93). Individuals feel that with the appropriate amount of effort they will be able to complete the task and the completion of it is extremely satisfying. Finally, the idea that the work that is being completed must in some way offer a sense of purpose. A learner may ask themselves in completing this task am I making a greater contribution to humanity as a whole. It is through the three concepts of autonomy, mastery and purpose that motivation is harnessed by leaders and teachers alike.  

It is important to recognize that it is not necessary for you to have all three concepts working together to achieve motivation. Motivation is a complex process that could simply include one of three; autonomy, mastery and purpose or any combination of the three. It is however very compelling to be aware of the role that these concepts play in the motivation of individuals. The question then arises, is there a difference between the motivation of adults verses children when they are learning?

Because of the complexity of the idea of motivation I would have to say that it is difficult to conclusively iidentify a difference between the motivations of adults and children as learners. On the one hand Wlodkowski (2004) states that “[r]esearch consistently shows that adults are highly pragmatic learners. They have a strong need to apply what they have learned and to be competent in that application”(p. 92). On the other hand I can not see any reason why children would not be pragmatic in their learning. It is the teacher that is able to show that the material that the child learner is being exposed to relates directly to their experience that will be the most successful.

Wlodkowski (2004) also highlights six factors to consider in the motivation of learners and their role in creating a motivating lesson:

1. attitude - maintaining or creating a positive attitude about the learning
2. need - fulfilling a need through learning
3. stimulation - keep the learner engaged
4. affect - connecting to emotions when learning
5. competence - mastery of tasks is intrinsically satisfying
6. reinforcement - positively reinforce behaviors of learners, grades, attention etc. . . (p. 95-97)

These factors are clearly ones that would affect both the child and adult learner. However it is important to consider the responsibilities of the adult learner when compared to the child learner; “unlike children for whom school may be their first priority, adults have other serious responsibilities and learning may be one more demand added on to an already stressful lifestyle” (Wlodkowski, 2004, p. 96). It may be more difficult to create a positive attitude on a topic, uncover the specific need for the new material, stimulate them during a lesson and create a positive affect in relation to the material as a result of their brain being tied up in the everyday grind of the adult world. 

Motivation is a complex idea that has a tremendous impact on the success of learners acquiring information. Having a clearer understanding of motivation and the ways to increase it will not only improve the impact of teachers but the success of learners as a whole.

References

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B. Merriam (Ed.), The New Update on Adult Learning Theory (Vol. 89, pp. 3-13). San Francisco: Jossey-Bass.

Pink, D. [Video File]. RSA animate-Drive: The surprising truth about what motivates us. Cognitive media. Retrieved from http://www.youtube.com/watch?v=u6XAPnuFjJc

Wlodkowski, R. J. (2004). Strategies to enhance adult motivation to learn. In M. W. Galbraith (Ed.), Adult Learning Methods: A Guide for Effective Instruction (3rd ed., pp. 91-112). Florida. USA: Krieger Publishing.