At some point in our
teaching career, we have experienced a workshop where we wondered how can we
take what has been presented and use it in our classroom. I have been a
presenter and was asked, “Do you expect me to do this with my kids? I would politely respond with yes. Many teachers attend workshops
where they receive beneficial information; however, they are unsure as to how
to implement the practice(s) within their classroom. This dilemma is heightened
when dealing with integrating technology. According to Whitehead, Jensen, and
Boschee (2013), “School leaders are experiencing a very challenging and
exciting time. Clearly, the ever-present dramatic political, social,
environmental, and economic changes occurring globally are requiring
educational leaders at all levels to become conscious of guiding and directing
institutional and academic relevant to the needs of this modern reality (Goslin,
2012)” (pg. 21).
Regarding technology initiatives, it is
important to establish a shared vision and identify and nurture your teacher leaders
in order to reap the benefits of effective professional development. Having a
shared vision places everyone on a leveled playing field, speaking the same language.
“Having a clear direction and common language can ensure that a school is
headed in the right direction. It can even be the key to turning around
troubled tech rollouts”, (Culatta, 2019).
Nurturing your teacher
leaders by trusting them to use their autonomy to produce positive results,
builds confidence. Then allow them to share their knowledge with other
educators. Checkley (2016) states, “When teachers accept this responsibility to
their colleagues, they enter into what Lambert calls a relationship of
“professional reciprocity.” Such relationships, she stated, help build a
community of learners among educators, and in sharing “what they know about
good learning,” these teachers assume the job of instructional leaders.” When
teachers receive professional development from other teachers within their
building, it removes the question “Do you expect me to do this with my kids?”
Teachers begin to say, “If they can do it, I can as well.” Professional development
provided by teacher leaders become an effective practice when there is a shared
vision.
[Battelleforkids]. (2016, February 5). Building the capacity
of teacher leaders [Video File]. Retrieved from https://www.youtube.com/watch?v=tCSixaUh-UM&t=9s.
Checkley, K. (2016). Nurture good teachers, develop
good leaders. Keeping Good Teachers, 6(9).
Culatta, R. (2019). Creating a shared vision. The
Tech-Savvy School, 76(5), 26-29.
Talks,
TEDx. “Empowering the Teacher Technophobe: Kristin Daniels at
TEDxBurnsvilleED.” YouTube, YouTube, 6 Nov. 2013,
www.youtube.com/watch?v=puiNcIFJTCU&t=7s.
Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.
I very much enjoyed the video, Building the capacity of teacher leaders (Battelleforkids, 2016) There is so much truth to its message. Teachers are more likely to listen to colleague than a principal when it comes to Professional Development. When a principal leads it, it does seem like it’s being done to them (Battelleforkids, 2016). When a teacher does it, it is like it is being done with them. Teachers can relate to other teachers. Instructional Rounds is another great way to increase professional learning. Going to other teachers classes and seeing how they teach and the resources they use can be very beneficial. PLC’s are another great way to increase teacher led professional development. According to Whitehead, Jensen, and Boschee (2013), a key aspect of PLC’s is allowing teachers the opportunities to learn from each other’s practice and management behaviors.
ReplyDeleteReferences
[Battelleforkids]. (2016, February 5). Building the capacity of teacher leaders [Video File].
Retrieved from https://www.youtube.com/watch?v=tCSixaUh-UM
Whitehead, B.M., Jensen, D., & Boschee, F. (2013). Planning for Technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.
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ReplyDeleteI agree, educators do not always see how to turn professional development (PD) into practice. This may be due, in part, to the fact that a one or two hour PD session does not always instill confidence. This is why PLC's are so effective. Teachers not only learn from each other, but they are there to support each other via ongoing collaboration. I believe it is the ongoing PD, built into the PLC's, that give teachers the confidence to try new strategies.
ReplyDeletePlanning High Quality PD: Moving Beyond the One-Stop Shopping Approach (2019). Retrieved from https://system.na1.netsuite.com/core/media/media.nl?id=45161&c=713075&h=78ec231c96194fb767ef&_xt=.pdf
I absolutely love your blog! Your statement, "Nurturing your teacher leaders by trusting them to use their autonomy to produce positive results, builds confidence. " is spot on! In Planning for Technology, Whitehead, Jenson, and Boschee (2013), point out that “unfortunately, many teachers do not receive the training and support they need" (p. 66). I don't know that I have ever attended a PD in which, educator age was considered in development or presentation. What if we were to support and aid (grow) the veteran generation of teachers? Many times, leaders don't forget the importance of teachers teaching each other. A school environment of collaboration should always be the root of a schools culture.
ReplyDeleteWhitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for
school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.