167 Matching Annotations
  1. Jul 2018
    1. ÄÉ=íÜçëÉ=íÜ~í=ÅçãÄáåÉ=íÜÉçêóI=ãçÇÉäáåÖI=éê~ÅíáÅÉI=ÑÉÉÇÄ~ÅâI=~åÇ=Åç~ÅÜáåÖ=íç=~ééäáÅ~íáçåK

      Most effective programs include each of these components.

    2. låÅÉ=~=êÉä~íáîÉäó=ÜáÖÜ=äÉîÉä=çÑ=ëâáää=Ü~ë=ÄÉÉå=~ÅÜáÉîÉÇI=~= ëáòÉ~ÄäÉ=éÉêÅÉåí~ÖÉ=çÑ=íÉ~ÅÜÉêë=ïáää=ÄÉÖáå=íç=íê~åëÑÉê=íÜÉ=ëâáää=áåíç=íÜÉáê=áåëíêìÅíáçå~ä=ëáíì~íáçåëI=Äìí=íÜáë=ïáää=åçí=ÄÉ=íêìÉ=çÑ=~ää=éÉêëçåë=Äó=~åó=ãÉ~åëI=~åÇ=áí=áë=éêçÄ~ÄäÉ=íÜ~í=íÜÉ=ãçêÉ=ÅçãéäÉñ=~åÇ=ìåÑ~ãáäá~ê=íÜÉ=ëâáää=çê=ëíê~íÉÖóI=íÜÉ=äçïÉê=ïáää=ÄÉ=íÜÉ=äÉîÉä=çÑ=íê~åëÑÉêK

      Teaching in small chunks and then partnering with a coach to synthesize a new methods may be more beneficial when you cannot me daily.

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      Learning the skill is simple. Feedback and followup translate the skill into inclusion in practice.

    4. çåÇáíáçåë=íÜ~í=~êÉ=åçí=Åçããçå=áå=ãçëí=áåëÉêîáÅÉ=ëÉííáåÖë=ÉîÉå=ïÜÉå=íÉ~ÅÜÉêë=é~êíáÅáé~íÉ=áå=íÜÉ=ÖçîÉêå~åÅÉ=çÑ=íÜçëÉ=ëÉííáåÖëK

      PD is often done to teachers rather than for teachers. Consider how this is done by the technical trainer described by Hargreaves & Dawe.

    1. Col-laborativeculturesmayneedadministrativesupportandleadershipto helpthemgrowandto facilitatetheirdevelopment,buttheirevolu-tion~dependingasit doesonvulnerablehumanqualitiesliketrustandsharing-willinevitablybeslow

      See Taylor chapter.

    2. Smyth& Garman(1989)desoribeevariouswaysin whicha veneerof voluntarismoftendisguiseswhatamountstoclandestinecompulsionthroughcareerbribery,impliedsupervisorypressure,threatsofevaluation,andthelike.

      How do we effectively communicate the rationale for coaching programs so that people can freely volunteer without thinking about "the man" watching?

    3. "Eyenpeercoaching.. ." -theveryphrasesuggestsa qualityof innoCiUOU1;nC:l15andbenevo-lencein peercoachingwhichis so self-evidentthatresistanceto it couldnotpossiblybeinter-pretedasanythingotherthanevidenceofper-sonalweaknessandvulnerabilityamongindi-vidualteachers.

      There are often deeper issues to resistance than what appears on the surface. We have to be introspective about our practice with teachers to get to the root of some of these problems.

    4. In thisview,technicalcoachingandsimilarpro-fessionaldevelopmentstrategiesreducedques-tionsaboutends,goals,andvaluesin teachingtoquestionsof means,techniques,andproced-ures

      Teachers end up copying what they see rather than reflecting on the practice at a deeper level as applied in their classroom. This is on the coaches to communicate.

    5. Evenso,it seemsto us thatthetimeimplicationsof implementingpeercoachingarebeingtreateda littledisrnis-sivelyhere.

      Communicating the time commitment realistically helps remove the facade of "just work harder to improve" that can come from admins pushing a new program.

    6. Itschiefpurposeisto helpteacherstransferspecifickindsof train-ingto theirclassroompractice,whilealsode-velopingmechanismsforprofessionaldialogueandcollegialrelationshipsin theirschools.

      I wonder if keeping the old PD model as a part of coaching helps the transition through seeing the same people in multiple contexts.

    7. Coachingis,therefore,a viralpartof inser-vicetrainingthatenablesteachersto makesub-stantialchangesintheirpractice

      Initial instruction isn't enough. There has to be long term, longitudinal support. See Taylor.

    8. Garmston(1987)hashelpfullyidentifiedanddefinedthreedifferentforms:technicalcoaching,collegialcoaching,andchal-lengecoaching.

      Coaching models

    9. It hasassociatedcollaborativeprofessionalde-velopmentnotwiththeuncriticaladoptionof"proven"technicalproceduresofeffectiveteachingintroducedfromelsewhere,butwithapracticallyguidedyetthoughtfulprocessof im-provementamongcommunitiesof professionalcolleagues

      Suggestions on improvement are based on experience with evidence, not on theory alone.

    10. Theylendsupportfora shiftawayfromuniversity-orcollege-basedcoursestargettedattheindividualteacher,andintendedto raisehisor herlevelofintellectualawarenessandabilityto reflect,tomoreschool-centredformsofprofessionaldevelopmentwhichrecognize,bringtogether,andbuildupontheskills,experience,andin-sightsthatteachersalreadyhave.

      Stop putting professors in front of teachers. Get teachers together, in a room, to talk about practice as a form of development. Build a culture of collegiality within the school as a way to shift practice.

    11. esearchershavefounda consistencyandcoherencein teachers'knowledgewhichis wellsuitedtoprovidinggroundsforwiseactioninthebusy,rapidlychangingenvironmentof theclassroom

      Instructional knowledge cannot be defined only by theory. It is the task of school leaders to identify teacher leaders in context.

    12. It helpsexplainwhymostadministrativelysup-portedinitiativesincollaborativeteacherde-velopmenttaketheformnQ.t of extendedcriti-calreflectionor of actionresearch,forinstance,butof collectiveexposureto ant:;(Cternallyde-signedprocessof instructionaltrainingin pur-portedlynewteachingstrategies

      Rather than collaborating to define and solve problems, it's collaborating on how to implement the program they're being told to implement.

    13. It helpsexplainthepecu-liarparadoxthatteachersareapparentlybeingurgedto collaboratemore,justat themomentwhenthereis lessforthemto collaborateabout.

      Kicking back against top down reform.

    14. Class-roomisdlationhasbeenheldresponsibleforteachers'anxietyabouttheireffectiveness,theirfearfulnessof externalevaluationandtheirirn-mersionintheimmediacyoftheirownclass-rooms.

      Not talking to other people can make us inflate perceived problems through our own lenses without checks.

    1. In fact, Bourdieu argues that the school reenforces the dominant culture in society, that is, the culture of the dominant—economic—class. This puts students from the dominant class in an advantageous position. By virtue of the acquired cultural capital in the family, the embodied cultural capital, these students possess the capital that makes them more likely to succeed in their academic career

      Well off students are supported at the family and academic level while students who are not supported are hit double with schools reinforcing the home situation inadvertantly.

    1. Table 2. Statements per cluster at the level of seven core clusters.

      Coded statements for collaborative learning online.

    2. In other words, we need to bridge the gap between networked learning and the recognition, valuation and rewarding of it by managers of learners, for instance teachers (in the case of students) or line managers (in the case of organizational learning).

      Making the connection with meaning is the bigger challenge. We can recognize learning, but how to formalize it remains elusive.

    3. Four main types of activities are distinguished to describe how we learn at the workplace (Eraut, 2004): (1) participation in group activities, (2) working alongside others, (3) tackling challenging tasks, and (4) working with clients.

      Learning is social! The internet can help us formalize informal work without taking over the process.

    4. Nevertheless, unlike formal learning, informal learning is not rewarded nor recognised, mainly due to lacking information about how individuals learn through their network (networked learning)

      Giving credit for informal learning will add value to that time for those who struggle to make the time.

    1. Further, conditions are created (in consultation with the principal) to support professional development (for example, teachers are given enough time to participate in the training activities). Support for this point is also found by Borman et al. (2000). They stated that ‘successful schools are provided sufficient resources to implement reforms and to provide quality learning environments’ (p. 67).

      Time to make it work.

    2. Both cyclic processes can influence and even steer each other. For example, after the facilitator has observed all the teachers, he or she can plan an evaluation and monitoring conference in which the results of the observations are discussed with the team.

      Provides flexibility in the system to respond to needs.

    3. presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference

      New model, combining approaches.

    4. Glickman (1990) distinguishes three coaching strategies: directive, collaborative and non-directive.

      Coaching strategies.

    5. The facilitators have to ask a lot of questions during the conferences in order to stimulate reflective teaching.

      Listening is critical. Allow the teachers to talk their learning out.

    6. These models are strongly focused on the individual teacher, and neither teaching teams nor the school context are taken into account.

      How do programs abstract to the bigger picture?

    7. Secondly, a stronger emphasis is needed on monitoring the results of the staff development process.

      How is learning implemented?

    8. two distinct classes: those that focus on teaching techniques and those that take a developmental-reflective approach.

      teacher centered vs student centered

    9. Despite this success, no results were found on student level, due to the fact that the goals of the professional development of the teacher’s were open to individual choice and mostly not explicitly linked to goals on student level.

      Show the connections, unified goals

    10. The teacher is the key figure when it comes to influencing student performance and therefore teacher professional development programmes should focus on improving teaching quality.

      If this isn't the goal, PD is missing the point,

    1. A clear link between self-regulated learning behaviours and learning success in online environments is established focusing on self-efficacy, interactions with others, and strategies for regulation

      Encouraging teachers to work effectively, but also to interact in legitimate and candid ways with other people. As designers, we have to encourage those interactions and promote that culture in asynchronous arenas.

    2. Professional expertise has four basic components (Tynjälä & Gijbels, 2012): factual knowledge which is based around conceptual or theoretical knowledge often codified in books, reports and other media sources; experiential knowledge which is difficult to codify and is often acquired through professional practice; self-regulative knowledge, focused on metacognition and ‘knowing oneself’; and sociocultural knowledge, which is embedded in the social practices of groups and communities, providing a framework for interactions

      How can PD capture each of these components? How can we develop them concurrently and encourage teachers to link each with the other for holistic growth?

    3. Learning for work often blends deliberate, formalised learning with reactive, non-formal learning

      Teaching is constantly changing via policy, technology, or curriculum. Teachers need to stay on top of changes in the workplace.

    4. Conventional forms of professional training are losing currency, particularly where they do not address critical dimensions of professional learning important for the contemporary workplace

      PD outside the scope of context of teaching is useless. See also Hawley & Valli

    5. allowing each individual to tailor specific learning needs to their work demands.

      If courses are generalized, teachers can self-select what they want to learn when they want to learn it.

      Builds a case for modular learning opportunities.

    1. Analysis of the data found that teachers rely toa greater degree on interactive rather than independent informal learning activities.

      Working with people is preferable to working alone. Perhaps because it includes feedback in the moment?

    2. a lack of time(M¼3:2, SD¼0:67) and a lack of proximity to colleagues’ work areas

      How do we expand time available and decrease the physical separation barrier without a complete redesign? Can online spaces help accomplish this task?

    3. These enhancedunderstandings can be used to reconsider the design of work environments so that theyare more conducive to informal learning as well as to rethink the design of professionaldevelopment programs so that they further develop the ability of professionals to solveproblems and learn independently

      PD has to change in response to environmental stimuli.

    4. Empirical studies have been conducted to examine some aspects of these models.For example, Kwakman (2003) investigated factors affecting engagement in informallearning activities in a survey of 542 secondary teachers in The Netherlands. Surveyfindings revealed that four personal characteristics (professional attitudes, appraisalsof feasibility of learning activities, appraisals of the meaningfulness of learningactivities, loss of personal accomplishment), two task factors (work pressure and jobvariety) and two work environment factors (collegial support and intentional learningsupport) influenced participation in workplace learning activities, with the personalcharacteristics appearing to influence participation more substantially than either thetask or work environment factors.

      It's a combination of factors, personal, cultural, and external, that influence participation in growth activities.

    5. Informal learning refers to activities initiated by people in work settings that result inthe development of their professional knowledge and skills (

      The program can be formalized, but access is personal, so it counts as informal?

    1. Further, teachers with high work engagement—but not teachers with service or management responsibilities—used more informal learning opportunities.

      High engagement means they want to improve, but because of life situations, informal work meets their schedules better.

    2. The finding that teachers collaborate more at the beginning of their career than in the middle or at the end may be attributable to younger teachers still being more eager to learn from and draw on the professional expertise of more experienced teachers

      Is there a perception that older teachers don't have anything else to learn about teaching? It would help explain the increase in content development people do.

    3. In other words, teacher collaboration follows a linear pattern, with older teachers collaborating less frequently than younger teachers

      Can flattening this trend increase retention and build collegiality in schools with wide ranges of age?

    4. More specifically, teachers aged 27 participated on average in 2.89 in-service courses in the 2-year period surveyed. The average participation rate increased to 3.72 courses at age 42 before decreasing again to 1.58 courses at age 65

      Seems to match our 1/year course structure.

    5. In terms of content, this group of teachers participated most intensively in activities relating to their teaching subject, content and performance standards and teaching methods.

      Bringing in other areas of interest to engage all levels of instructor is critical for developing a strong program.

    6. The fourth phase covers years 19 and 30 of the career and again has two possible orientations: (1) “serenity” or (2) “conservatism”. Serene teachers experience a loss of engagement, a decline in career ambitions, but also greater sense of self-acceptance, whereas conservative teachers are sceptical towards educational innovations and critical of educational policy

      This is Elkhart.

    7. (1) “experimentation and activism” or (2) “reassessment and self-doubts”.

      How do schools support both aspects of phase 3? Is PD out of touch with the majority of the district staff?

    8. In other words, many beginning teachers participated in informal activities while continuing their formal training. In terms of the content of the activities pursued, beginning teachers attended more activities targeting classroom management and student discipline than did experienced teachers (more than 3 years of experience). Beginning teachers thus chose to attend activities dealing with topics that are particularly challenging for those new to the profession

      Focus on what you need to do now, survival skills.

      School response is cohort based.

    9. Rather, they organise the learning process and determine their learning goals and strategies independently

      Can we formalize this process into a hybrid?

    10. They include individual activities such as reading books and classroom observations as well as collaborative activities such as conversations with colleagues and parents, mentoring activities, teacher networks and study groups

      Compare these activities to the PLC leadership roles coaches and teacher leaders can have.

    11. The training model assumes that teachers update their knowledge and skills by means of workshops and courses.

      Limiting these trainings leaves a big gap in implementation and followup. Hopefully, the results show the need for sustained, middle-initiated and supported PD.

    12. We define professional development as uptake of formal and informal learning opportunities that deepen and extend teachers’ professional competence, including knowledge, beliefs, motivation and self-regulatory skills

      This is a good definition of PD. Active, related to practice, observable somewhere.

    13. Although the empirical basis is rather weak, findings indicate that beginning teachers tend to use observations and informal discussions with colleagues to improve their practice, whereas more experienced teachers are more inclined to use formal meetings for their professional learning

      Why the difference?

      I suppose that's why I'm reading this article. Jeez.

    14. “strong professional development opportunities must be embedded in the very fabric of public education” (p. 129)

      Broad charter for PD within NCLB.

    1. In this leading from the middle approach, districts don't just mediate and manage other people's reforms individually; they become the collective drivers of change and improvement together.

      Take the best ideas, learn from others, build a program that suits your locality.

    2. In an age of innovation and diversity, top-down strategies are inappropriate, while bottom-up strategies seem unable to achieve improvement on any significant scale.

      Need middlemen (coaches) to make sure implementation is sound but that results are tangible.

    3. Their focus on micromanaging two or three measurable priorities only works for systems pursuing traditional and comparatively narrow achievement goals. A digital age of complex skills, cultural diversity, and high-speed change calls for more challenging educational goals and more sophisticated and flexible change strategies.

      Designed-for-all PD has its place, but in the scheme of changing practice, is not effective.

    1. The findings of this study suggest the importance of transforming the cultural norms for teachers in the U.S. Such transformation may be possible through processes and practices that replace the culture of privacy with a culture of transparency.

      Culture permeates everything.

    2. In addition, Phil did not wish to disrupt his relationship with his peers, and had worked to build rapport with them by complimenting their work

      Aren't coaches supposed to intervene when they see bad practice? This sounds more like a cultural issue the admin needed to help with rather than a shortcoming of the coach.

    3. Phil and Audrey sought the principalship in order to secure the authority they thought necessary to influence teaching practice in their buildings. However, Pauline and Allison retained their faith that authority is not necessary for teachers to have influence in their schools. They focused their attention on developing positive relationships with their colleagues in order to grow mutual trust and respect.

      Is this perpetuating the dichotomy? If some are seen as go-getters by working on their admin license and others are okay staying where they are, do all teacher leaders get categorized as admin-in-training? How do we bring parity to the two outcomes?

    4. In other words, teachers mutually uphold an expectation that they will not interfere with each other’s work as it relates to teaching and learning within their individual classrooms.

      I want to disrupt the classroom work in order to improve it for all students. I'm okay making that statement.

    5. In other words, teachers’ “income goes up primarily as one acquires seniority and takes courses” (Lortie, 1975/2002, p. 102). Therefore, if teachers are compensated financially in any way for additional leadership work, their colleagues are more likely to resist their effortsbecause such work does not follow these traditional reward distribution structures.

      These cultural issues will only be addressed as we bring them to light and talk about what really bothers us as teachers.

    6. Additionally, Lortie (1975/2002) found that while most teachers believe it is acceptable for individual teachers to seek external rewards when they are working in solidarity with a teachers’ union, they do not accept such behavior when individual teachers seek their own rewards independent of collective action.

      This is interesting.

      Perhaps the union membership plays into the "for the greater good" persona teachers are supposed to embody?

    7. Thus, the norm of egalitarianism implies that teachers should focus on doing their own work, and not interfere with other teachers’ work unless they are asked specifically for assistance

      "Professional" to a teacher means "self-sufficient," which closes doors and prevents collegial relationships from forming between two people next door to one another.

    8. Some of the research on teacher leadership suggests that the norms of the teaching profession in the U.S. may limit the work of teacher leaders,

      These are not norms defined by buildings, but rather by the culture of teachers as a global body.

    1. Thus, as principals are prepared, they need to expe-rience a re-culturing concerning the need for teacher leadership, the goals of teacher leader-ship, and the definitions of teacher leadership

      Helps create clarity in a landscape full of conflicting information re, teacher leadership. Setting building culture and expectations are critical.

    2. Phil felt that an administrative position would give him greater authority to challenge his col-leagues while as a teacher leader, he was not as confident to confront colleagues about criti-cal issues.

      Confrontation isn't seen as a reflective process - it's a critical, evaluative mechanism in schools. We need to find ways to talk about what we do without connecting it to an individual's worth.

    3. he worried that tak-ing the initiative might disrupt relationships be-tween him and those colleagues with whom he worked most closely.

      It's still difficult to separate the practice of teaching from the person who teaches. We're not good at talking about how we work because it's such a personal activity in many places.

    4. In their case studies, the au-thors found that teacher leaders worked against the traditional concept of leadership embed-ded in position, leading in ways that were neither authoritarian nor domineering. They avoided oppressive behaviors connected to hi-erarchical conceptions of leadership by hum-bling themselves, maintaining equity among colleagues, and empowering other teachers to find their own solutions to problems

      Coaching means we listen and respond to help teachers find their own solutions. We don't walk in with all the answers - we listen critically and coach them through the reflection process.

      The end goal is that we run out of work because everyone is so good at the practice.

    5. Teacher leader effectiveness

      Instead of highlighting everything, this entire section is critical to understanding how to improve my work with others by avoiding and dispelling these misconceptions.

    6. As leadership becomes dis-tributed across the school, larger numbers of teachers engage in leadership practice, and pro-fessional learning communities are established, whereby teachers influence each other’s prac-tice

      Empowerment can go a long way in mobilizing internal expertise.

    7. power and authority are more even-ly spread across the school.

      Democratization of power.

    8. How have teachers’ experiences with teacher leader-ship and understandings of teacher leadership as a critical practice (constructed through their coursework) influenced their approach to lead-ership and career objectives?

      In other words, how are teacher leaders affected by leaders they've worked with in the past?

    1. An elementary teacher described that teacher leaders ‘seem to have a false sense of power’ and that she ‘feels talked down to’ by the teacher leaders at her school.

      What kind of training do teacher leaders need?

    2. However, mentor teachers were valued more than master teachers because teachers viewed them as more supportive and because they still have teaching responsibilities.

      Is this because teaching is such a variable profession? Meaning, if I'm out of the classroom for several years, is my experience less valuable because the nature of teaching has changed?

      Are there studies looking at the variability of teaching? What factors actually change which affect day to day instruction?

    3. they would like input into how many times they are observed and the length of the window of time that unannounced observations may take place.

      Backward rating to provide context for the observation results, maybe like Air bnb ratings? Interesting idea...

      But, would this just be used to justify poor results? Or would it actually provide some helpful insight into processes that could be improved?

    4. ‘[Teachers] are really hard on themselves if they only get 3s, except that is proficient, and I wish they realised how good that is.’

      How could moving to feedback without a score help alleviate the stereotype of 3 being worse than 4 on the scoring table? (See Gini-Newman & Case, 2018 notes)

    5. Kiranh (2013) found that teachers had a higher expectation of teacher leaders than they did of principals; yet their perception of feedback given to them by teacher leaders was lower than their perception of feedback they received from principals.

      This is strange. If teachers are concerned about the quality of observation by the principal. wouldn't the feedback from a teacher be more valuable?

      Perhaps the feedback is seen as job security notes rather than quality of instruction. What's the perception?

    6. he title caused the teacher leaders to focus more on improvement of the school and of the profession compared to other teachers

      It's interesting that the title broadened perspective for those teachers. How do we support that mindset while alleviating the social negatives associated?

    7. multiple planned and unplanned observations conducted by the principal and assistant principal(s)

      How did they alleviate responsibilities for admins to make more stops?

    8. PD groups focus on coaching and classroom support to improve individual teachers’ instruction through professional development that is individualised and relevant

      Not standalone PD with teachers. Long term, relationship based.

    9. Teachers learn how to connect their performance to student outcomes during weekly meetings

      Important to connect action to results in a structured way.

  2. Jun 2018
    1. mplementation of the action plan can be like conducting an experiment in which you testyour theories of how instructional strategies lead to student learning

      With all of the legwork, implementation is a natural outflow of the planning. Without implementing, all of the time spent analyzing and planning interventions is for naught. This really puts pressure on teachers to follow through from an intrinsic position rather than extrinsic.

    2. you need to figure out how you will measure its success.

      UbD

    3. ow the challenge is to develop a shared understanding of what effective instruction around this issue would look like.

      Student misconceptions can always be addressed, but only if we address the problem as a teacher-led response.

    4. Schools can then “triangulate” their findings by using multiple data sources to illuminate, confirm, or dispute their initial hypotheses.

      Breaking results down into component parts is an incredibly powerful mechanism for finding patterns. The workload is diminished because only areas of weakness are looked at item by item to identify weak points.

    5. As a school leader, you can then engage your teachers and administrators in constructive conversations about what they seein the data overview.

      Seeing the picture of the data tells a much stronger story than sorting through rows and columns of numbers can.

    6. To interpret score reports, it helps tounderstand the different types of assessments and the various scales that are used

      We lump information into "test scores," without really understanding what the different tests can show us about student growth.

    7. Set Up a Data System

      A system is not a binder and Excel spreadsheets. There needs to be some power behind the system so the people using it can get the information they need.

    8. Prepare, Inquire, and Act

      Similar to problem solving in the classroom? Gather information, ask questions (or look for emergent questions), and then make decisions once you have all the information.

    9. We have found that organizing thework of instructional improvement around a process that has specific, manageable steps helps educators build confidence and skill inusing data.

      Data volume is an overwhelming barrier when you're not a trained analyst or expert in identifying areas of needed improvement based on quantitative information.

    1. School leaders and policymakers must look carefully at the roles available to teacher leaders, recognizing the value in leading on ideas that emerge from others or from groups with which those leaders are involved.

      The nature of the role may change over time as ideas emerge from the group. Need to be flexible with this.

    2. As schools nationwide respond to increasingly complex CCSS requirements, such as tailoring general reading comprehension strategies to better fit disciplinary-specific reading, writing, and communication stan­dards, collaborative models for professional learning, and particularly mod­els led by teacher leaders, may become increasingly necessary

      Are these driven by new content? Or are they driven by internal initiatives meant to change instruction?

    3. the roles played by teacher leaders are becoming more vital for supporting these types of models, ultimately facilitating systematic changes in school culture and teachers’ practice

      Is there a difference between groups facilitated by teacher leaders and groups facilitated by administrators?

    4. In fact, PLC structures, perhaps due to their recent hurried and often mandatory implementation in many districts across the country, often fail to live up to the ideals behind the model

      Slapping a name on a program does not help teachers implement the ideas without strong leadership.

    5. He went on to explain that this mix of participation and leadership meant that team members could literally “see” her involvement in the work, which bolstered their interest and commitment.

      Seeing progress emerge rather than stuff turned in can help increase motivation and buy in to the project.

    6. structures she provided, such as clear agendas, detailed fol­low-up notes, and what one teacher described as a running “to-do list” for the group, helped her team members to stay deeply and intently engaged on their chosen focus for inquiry, and the result was what she described as “massive momentum [for] our group

      Removing barriers of organization and facilitation from teachers allows them to dive into the work headfirst. Play a supporting role.

    7. mportant balance between structure and inquiry and the vital role that structure plays in allowing the inquiry at the heart of PLCs to play out

      Goals are important, but inquiry requires that questions be followed for emergence. What skills are necessary to balance?

    8. Ultimately, team leaders’ focus on and commitment to the structure of PLCs and the content of the inquiry cycles was crucial as they planned and led focused meetings.

      Were these leaders "officially" PLC trained? Or were they experts in working with adults and supporting initiatives at the district level?

    9. The structure of PLCs, alone, may not have produced the new learning and the ultimate benefits to teachers’ practice described above.

      Structure is based on solid goals and strong leadership. Calling meetings "PLCs" will not change culture or practice.

    10. Teachers require guid­ance as they learn to move from what Nelson, Deuel, Slavit, and Kennedy(2010) term “congenial conversations”—which focus on safety, privacy, and preserving the status quo, to “collegial conversations,” which focus on digging into practice, wrestling with disagreements, and building new knowledge and practice together (

      They require coaching in order to have fruitful discussions with one another.

    11. However, even with a leader present, teachers do not always know how to collaborate effectively, nor is it always clear what they might discuss (

      Ill-defined structure, too open ended.

    12. The structure provided by PLCs may allow teacher leaders to realize their full potential as they facilitate colleagues’ growth, without encountering some of the hindrances that can come with more informal leadership

      Providing structure without becoming too formal.

    13. The current study adds to this body of research by discussing specific ways teachers work with teacher leaders and how these teachers perceive the teacher leaders’ work as shap­ing their practice

      How do teacher leaders grow with one another?

    1. Individuals often definetheir affiliations in terms of some subgroup and have weaker ties to the larger organization

      Departments in the high schools. I wonder if the school reorganization in two years will help with this.

    2. because of the class and race differences between school professionals and parents inmost urban areas, conditions can be ripe for misunderstanding and distrust

      How many teachers in a high-poverty school look like their students?

    3. where necessary, counseling out those whose practiceremains inconsistent with the school's mission and values.

      Finding the right people for the vision means having hard conversations about commitment to the vision in general.

    4. Even simple interactions, if successful, can enhance collectivecapacities for more complex subsequent actions

      Foster moments for small trust building. Over time, it becomes the de facto mechanism for interacting with each other.

    5. On average, these improving schools recorded increases in student learning of8 percent in reading and 20 percent in mathematics in a five-year period

      Significant change, but not immediate. Change takes time, culture needs to gain momentum over institutional inertia.

    6. In schools in which relational trustwas improving over time

      This is a plastic cultural indicator. It can be built among faculty with strong leadership and a commitment to reform.

    7. elational trust fosters the necessary social exchanges amongschool professionals as they learn from one another. Talking honestly with colleagues aboutwhat's working and what's not means exposing your own ignorance and making yourselfvulnerable.

      Open and honest conversations about practice can only happen with participants trust one another not to make personal comments or attacks.

    8. Collective decision making withbroad teacher buy-in, a crucial ingredient for reform, occurs more readily in schools with strongrelational trust

      Tackling large problems in education require buy-in from all people in order for those solutions to be successful.

    9. they are constantlydiscerning the intentions embedded in the actions of others

      Clear communication about expectations and rationale helps alleviate confusion and prevent conflict based solely on misinterpretation.

    10. Such dependencies create a sense of mutual vulnerability for all individualsinvolved.

      Eroding this sense of vulnerability through isolated goal or agenda setting ultimately hurts students (Iannaccone, 1991)

    11. Each party in a relationship maintains an understanding of his or her role's obligations and holdssome expectations about the obligations of the other parties

      We all know what we need to do, but we also have to trust other people to do their jobs.

    12. social trust among teachers,parents, and school leaders improves much of the routine work of schools and is a key resourcefor reform

      Before you can do anything, you have to trust the people you work with.

    1. By positively engaging their peers, such teachers enact a larger circle ofsupport for achieving the moral purpose of advancing the learning and development ofchildren in their journey to adulthood

      The network effect.

    2. Such principals communicated with all teachers intheir schools about expectations of instructional improvement, the roles of teacher-leaders asa resource for improvement, and expectations of teachers interacting in positive ways with theteacher-leaders

      Not dictating the time or role of the leader in the building, but empowering their staff to take advantage of that individual's time and expertise.

      This is particularly important for younger or leaders with less in-class experience than other staff.

    3. principals must intentionally develop trusting relationships with teacher-leaders

      Seeing the evaluative leader of the building have a positive relationship with a teacher leader lends value and trust by extension.

    4. Here are some questions to frame initial conversations between teacher-leaders andthose who support their work

      Clarity in expectations are critical for successful implementation. See Bae et. al.

    5. Some of the content areas identified assupporting teacher-leaders in their work include: advanced curricular, instructional, andassessment practices; school culture and its implications for professional and organizationalimprovement; adult development; and facilitation, presentation, and coaching skills requiredto facilitate learning and collaboration for individuals as well as with small or large groups

      Without expanded skills, you cannot meet needs of teachers.

      It's interesting that teaching practices in the classroom are observable manifestations of these expanded beliefs/abilities.

    6. Further, working in authentic instructional situations allows teachers who lead to continuedeveloping their own instructional skills and, by doing so, to remain credible as teachers.

      Working in context supports the teacer's learning (Taylor 06) as well as builds credibility for a coach. What kind of coach is never around?

    7. learning by experimenting with newpractices and then observing positive results is the means by which beliefs are changed.

      Coaching is critical in this area. Support in the process of change provides a safety net in case those new ideas don't go well. Providing an ear for reflection and adjustment helps prevent giving up.

    8. meaning that one does not always knowwhat to do

      Saying, "I don't know, but I'll follow up," and then actually following up, really builds trust at the start of the relationship.

    9. Teachers who influence othershave the capability to establish high trust relationships with and among their teaching peersand principals

      Teacher leaders don't have to be popular, but they have to be willing to be genuine and reach out - initiate those conversations with people you don't know.

    10. This results inless time for side-by-side work with other teachers, which raises questions about the notionthat teacher leadership is first and foremost about the learning work for instructionalimprovement.

      Definitely my biggest struggle. Fighting to get things finished so I can delegate the majority of time to the classroom in the fall.

    11. The great potential of leading from the middle comes from remaining connected with teachersand to ground-level practices, while at the same time developing more substantialconnections with school administration and district leaders.

      This is a definite benefit as we've grown closer with admins, asking them to become stronger instructional leaders to support district goals.

    12. Often, work unseen is work devalued

      This only shows up (in education) if you're not a teacher. Prep time, for teachers, is unseen but we all know it's there. Establishing the same level of trust across teaching/coaching is important.

    13. engagement of teachers (likestudents) requires “consistent positive reinforcers that are meaningful, relevant, rewarding andenjoyable”

      Learning is hard work! Given the scale of change, affirm effort, praise growth, support failure.

    14. solation, egalitarianism, irrelevant andepisodic staff development, and disempowerment continue as norms in many schools

      The sum of the parts coalesce to push against the change in the whole (culture).

    15. Further, because specific development effortsrarely have been sustained over time, full implementation of new initiatives has rarelyoccurred.

      If it doesn't work in year one, why go into year two?

      Most change takes place over a number of years (3+ in many cases).

    16. Egalitarian normsexert invisible pressure on teachers to retain equal status and not strive to be above theirteaching colleagues.

      Little things like badging initiatives can foster a community mindset for growth and celebration, but it can also alienate those who don't feel like they can engage for any number of reasons. How does culture influence those gaps and responses?

    17. most schools continue to struggle both forstructural and psychological reasons to establish such cultures

      What is preventing them from seeing even the value of having time to talk together?

    18. Not only does isolation diminish professional growth, but prolongedisolation reinforces a solitary orientation to one's work and often breeds defensiveness andfinger pointing.

      It takes effort to build professional relationships. Being relegated into individual classrooms doesn't foster that relationship.

    19. put a good person in a bad system and thesystem will win every time.” This emphasizes the powerful effect of existing norms, explicit orimplicit, on human behavior.

      Institutional inertia is a real thing.

    20. "Teacher leadership is the process by which teachers, individually or collectively, influencetheir colleagues, principals, and other members of school communities to improve teachingand learning practices with the aim of increased student learning and achievement

      York-Barr definition.

    21. Organizations, likepeople, that continue to learn are better situated not only to adapt but also to thrive in thecontext of an ever-changing external environment

      Capacity for growth and change is found in the strength of the organization, not individual members.

    22. teachers are key school leaders becausethey are positioned to influence peers through collégial relationships.

      How can misconceptions about these new leadership roles erode relationship rather than encourage? How does the relationship change?

    23. Leadership is increasingly understood as a phenomenon shared by manyindividuals within organizations

      see Taylor 2006

    24. In the unfolding third wave of teacher leadership, teachers are leaders in creating andsustaining a collaborative culture of learning in the school focused on improving instructionalpractice

      Dedicated roles to systemic improvement.

    25. A second wave of teacher leadership “... acknowledged the importance of teachers asinstructional leaders and created positions that capitalized on teacher instructionalknowledge”

      Teachers have a different expertise and skill set than admins, we need to incorporate that perspective.

    26. The essence of teacher leadership in the first wave wasteachers assuming formal positions, such as department chair, site committee member, orunion representative, positions largely focused on increasing the efficiency of schoolmanagement

      Initial responsibilities model traditional leadership roles.

  3. May 2018
    1. This is an alternative approach to the common practice of solely designating leadership to experienced, veteran teachers

      This may require explicit, institutional change. Young teachers often have the perception that leadership is only for long-serving teachers and not volunteer.

      There are also cases of opening invitations but teachers serving in those roles are superseded by older staff (DCs, assistant principals, etc) who do not recognize those leadership roles, formal or informal.

    2. Converging findings from both qualitative and quantitative results provide robust evidence for the three types of teacher leadership presented in this chapter.

      Diverse, recognized roles of leadership can help form stronger approaches to problem solving within districts.

    3. the existing body of research currently does not delineate different types of teacher leadership into an organized framework to guide future research in this emerging area of professional practice

      Non-defined "leadership" up until this point. Their model fits the observation and survey data.

    4. teacher leaders often spoke of challenging the status quo to create channels of communication in a traditionally hier­archical system

      Removing the top-down nature of decision making by levelling the discussions will build buy in from staff.

    5. decision-making culture that include formal teacher leadership positions

      Bridging the gap between instructional staff and district leadership. Using extra time to advocate for "on the ground needs" can build internal capacity for growth and buy in from the instructional staff.

    6. . These roles enabled them to bring the experi­ences and voices of classroom teachers to systems-level decisions.

      Seems more like an add-on leadership position rather than a standalone. It can certainly be either, but it can be rolled into either IL or PL leadership positions.

    7. Furthermore, an incentive for PL teachers’ participation in a professional learning leadership role was the opportunities to learn from other teachers.

      PL seems more transactional. The leader is coaching, but they are also aware of the benefits of forming relationships with other teachers.

    8. Proximity to colleagues has been documented to be critical for de-privatizing teaching and improving student outcomes

      Getting into each other's spaces helps break down walls. Be the strategic inviter, not waiting for invitations.

    9. he importance of facilitating adult groups to promote ownership of new pedagogies and, in turn, transfer of their learning to practice.

      Much more of a coaching model, facilitating reflection on instruction and guiding conversation and reflection to lead to new methods or solutions to problems.

    10. exhibited leadership at the level of school sites (grade-level teams, staff department meetings), districts (district-wide science PD workshops), or beyond (workshops at national conferences)

      Adult learning leadership

    11. For the instructional innovators, leadership work that extended outside of the classroom still remained student- and/or instruction-centered, such as participating in the development of standards-aligned curricula.

      Leadership does not require extensive professional development (re, conversation with Kasey!); a focus on a goal and putting resources into achieving those goals builds leaders.

      "Who are you willing to disappoint?"

    12. Instructional innovators challenged the common practice of teaching in isolation by making their teaching public for a wide range of stakeholders

      To innovate in instruction, other people have to see you teach.

      Open door policies are good, but actively searching for eyes is better and delineates the difference between a participant and a leader.

    13. Instructional innovators’ expertise of student learning also supported their ability to efficiently retrieve and apply pedagogical heuristics and principles to meet the diverse learning needs of their students (Peterson & Clark, 1978; Shavelson & Stem, 1981)

      You have to know more than the content - you have to understand how to apply that material in an instructional setting (beyond explaining an idea)

    14. m ary of Three Types of Teacher

      Leadership matrix.

    15. Although findings showed that each teacher represented primarily one leadership type, in some cases, teachers exhibited characteristics, roles, targets, and/ or means of influence that were associated with another type of leadership.

      See previous footnote about pigeonholing people into a single leadership construct.

      Some of the skills cross contaminate, with teachers falling into multiple groups. One dominant trend was identified for most participants.

      https://hyp.is/MrDyallyEeiR2ff6OJD6Sg/blackboard.bsu.edu/bbcswebdav/pid-6813371-dt-content-rid-92457167_1/courses/2018SUM_EDST680S800_CLAS_36846_OL/Bae%2C%20Hayes%2C%20O%27Connor%2C%20Seitz%2C%20%26%20Distefano_2016.pdf

    16. (1) instructional innovator, (2) professional learning (PL) leader, and (3) administrative teacher leader

      Identified leadership groups based on emergent data.

    17. Examples of emergent codes include “content expertise,” “novice teachers,” and “reform and policy interest” (component 1; characteristics of leaders); “curriculum work” and “facilitating learning of adult learners” (component 2; leadership work); “systems approach” and “classroom-based leadership” (component 3; means of influence); and “students,” “principals,” and “teacher colleagues” (component 4; targets of influence).

      Emergent properties of leadership in various components to see holistic leadership characteristics.

    18. 910

      Graphic on this page

    19. empirical evidence regarding the benefits of teacher lead­ership is mixed

      What defines a "benefit?" Is it financial incentive? Job satisfaction? Perception with colleagues? All of the above?

    20. A second way that teacher leadership is highlighted is through their role in professional learning contexts, in which they promote ongoing dis­course, collaboration, and accountability among colleagues to improve educational practices (Curtis, 2013; Hart, 1995; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006

      It's amazing to me that we need leadership positions to recognize this behavior.

      How can leadership in a building be leveraged to make this the normal behavior of teaching?

    21. Whereas teacher leaders were once identified primarily in formal administrative roles (e.g., department chairs) or as instructional experts (e.g., mentors to new teachers), teacher leaders are now increasingly recognized as engaging in varied leadership roles across the school sys­tem, with the goal of improving instruction and shaping school culture (Curtis, 2013; Patterson & Marshall, 2014; Mangin & Stoelinga, 2008; Silva, Gimbert, & Nolan, 2000

      Varied perspectives in varied leadership roles can help diversity instructional methods, models, and best practices. At the same time, leadership can be diluted into nothingness.

      "Everyone is a leader" = "No one is a leader"

    22. Further, engaging teachers as leaders in and out of the classroom is particularly important given the current context of education reform, including the Common Core State Standards (CCSS) and the Next Gen­eration Science Standards (NGSS) (NRC, 2013)

      How do these, in particular, increase the need - or opportunity - for teacher leaders?