| Journal for Change
Posted by Johnna Costanza, 5/27/04 at 7:16:21 PM.
Final Blog
July 1, 2004
We believe the collaboration that we have gone through the past 6 weeks has been an enlightening experience in many ways. Although we all have many of the same motives it was interesting and at times frustrating working with some other people. Considering that we were all in the same boat we had great diversity in our opinions. Within a school district we would think that those differences would be more pronounced and possibly more difficult to deal with. The condensed time limit perhaps added more pressure to accomplish what we needed to do. Whereas, if the time had been over the course of a year individuals would not have been so intense about getting the work done.
We believe the process of collaboration could work in our present school district with many of the teachers but the leadership would have to be vested in it as well. Presently, we have some new leadership who are looking for more collaboration among colleagues and that is very encouraging. However, in order for this to occur at all, the teachers need to be educated in the process and given time during the school day so they won't be resentful of having to do one more thing.
Our engine of change is "Achieving Vision" (Professional Development). It is something that we have been interested in changing in our district. Because of some of the changes in leadership it is something that we may actually have some input towards. We are looking forward to investigating professional development through the process of action research.
Collaboration
June 26, 2004
As we say goodbye to seasoned retiring teachers, and hello to new teachers we will mentor, I am reminded of the strong relationships among a school community. I often wonder if other professions experience such bonds among colleagues, or spend as much time in one place.
We cherish what we have learned from the experienced teacher and welcome fresh ideas from the new. It is important to provide colleagues with opportunities to work collaboratively. Teaching is often thought of as a lonely profession, but this is something that can be changed.
Providing the time and format for teachers to work together and share good ideas, can have a positive impact on a learning community and the quality of education we are providing our students. Instead of having the great ideas of one teacher, we can utilize the ideas of many.
Change Among Us
June 25, 2004
Whenever most people hear there is going to be a change in something they are familiar with, there is an air of anxiety around. I have worked in districts undergoing a change in leadership and there immediately is anguish among the professional staff. What will we have to do now? What changes will this leadership bring?
Much of these questions and feelings are valid because of the many school leaders who enter a district and begin making drastic changes without the collaboration of the learning community. These changes may not necessarily benefit the school, but are things that a particular leader is familiar and comfortable with.
I believe that change is good, but that most of us have not had positive experiences with change. Instead of school leaders that force change, we need leadership who will work together with a school community towards change. Valuing the opinions and input of all those involved in a community of learners can help alleviate some of the anxiety most feel. Having a clear shared vision also will promote an understanding and appreciation for the reasons for change.
Seeking Input from Students
June 21, 2004
Evaluating how successful a unit or lesson was, may be a job for our students. Who better to give teacher feedback regarding the relevance and motivational factors activities may or may not entail? Students may offer great suggestions that teachers can utilize in their planning process.
If we offer students the power to comment and assist in directing their learning, I believe they will take ownership of their education. No one likes to do something because they have to. If students are participating in something they helped create and want to be a part of, learning will be much more enjoyable and engaging.
I believe we should involve our students in the learning process. I think when we ask children for their opinions and ideas, our relationships become more positive. Students will begin to take ownership of the learning community and learning will increase. As adults, we are always being surveyed, it is important to ask our students what they think.
Model Behavior
June 14, 2004
I have been referring a lot to the importance of a shared vision and collegiality among staff and the adult members of the community. A question came to mind regarding how we could get our students to become stakeholders in our community of learning? The most important thing I thought of was to ensure that all adults model positive behaviors and dedication to our vision.
Getting our students to become respectful, responsible members of our school community requires consistency in our expectations of student behavior and work ethic. As adults, we must monitor what is happening among our student population and maintain a high level of expectation. We must not back down or turn away from students who are not exhibiting acceptable behavior. All students must feel equal and that they are in a community that fosters justice and strong relationships.
The only way to ensure students are committed members to a shared vision is to remind them of that vision and model expectations whenever possible. If students have a sense that the adults in a learning community do not take pride in a school's mission, they surely will not take pride in the goals of the school community.
Making Connections
June 14, 2004
Recently I read "How to Think Like Leonardo daVinci" by Michael J. Gelb. As I read about daVinci's connessione, or connections and how DaVinci frequently noted the connections among things in his world, it reminded me of our school community. There are many connections among a community of learners who have a shared vision. When we talk about professional development or any part of a vision that is collective, each member of the learning community is effected by the other.
Strong leadership that models a district's goals and beliefs will lead to dedicated teachers and students. So often I think we are unsure of one another's goals and beliefs that we become isolated and without a clear understanding of what we are working towards or for.
I believe one of the contributing factors for successful schools is understanding and sharing a set of goals. Knowing that the role each one of us takes is contributing to a positive change in our schools can be very powerful.
Developing Learning Communities
June 9, 2004
When we think about learning communities in our schools, collegiality, time, and commitment come to mind. To ensure continuous learning, all staff members must be committed to their craft, colleagues and students. Continuous education of our teachers can only promise a better education for our students.
A district must be dedicated to learning communities. They must provide the funding and support necessary for a positive experience. Colleagues must be willing to support one another, learn from one another and share each other's responsibilities. These qualities are necessary for change.
We need to change our mindset of the role of the teacher. The teacher can not spend all day, every day in the classroom and be expected to be life long learners themselves. We need to provide the resources and time for our teachers to plan with colleagues, visit other schools, and engage in meaningful professional development. If part of our vision is for our students to become life long learners, shouldn't we encourage our teachers to be?
Ingredients for Change
June 5, 2004
As school communities embark on their journey to reach the common goal of educating all students, change, identity, information and relationships must be apparent and understood. A school community needs to be aware of their beliefs, values and goals, what is important to them now and what they would like to achieve or change in the future. Understanding your school community's goals is paramount, as it builds the foundation from which to work.
The community must have a shared awareness of the issues at hand. Its members need to be comfortable reflecting on and sharing information. They must have access to outside events that can be synthesized, evaluated and brought to the group. Additionally, a journey through change must include strong relationships. Members must share the same ultimate vision. They must be comfortable offering their opinions and reflections. There must be a level of trust among the group where members are good listeners, thinkers, and active participants.
In order to tackle change and improve our school community, we must collaborate with others to achieve success. The importance and existence of a shared vision, trust and collegiality is essential for change.
Action Research for Change
June 3, 2004
The idea of action research brings several factors to mind. Collegiality, a shared vision and reflection are just a few. I believe a school community that shares common goals can make great strides in the education of its students. I also believe it can create collegiality among staff members. It will allow for teacher reflection, which will improve teaching methods and efficacy. Collecting and analyzing data will assist teachers in meeting the needs of different learners and insure the use of best practices.
Teachers working together on a plan they believe in will also help create or maintain a collegial staff. The plan should be one that many staff members see a need for and that produces results that can be shared. There is nothing more powerful than individuals who believe that the work they are doing is making a change and is deemed important.
Researching and developing an action plan that enhances the work of teachers and the learning environment should be welcomed and supported by the school community The plan should positively change the way teachers feel about their profession and how students learn. We encourage our students to practice inquiry why shouldn't we encourage our teachers?
A Vision into a Constructivist Classroom
May 28, 2004
When we contemplate how individuals learn, it is essential to contemplate the significance of subject matter. In order to have a true understanding, the learner needs to be able to utilize concepts in their daily living. Learning must be useful, relevant, and authentic. When we think about the traditional classroom where subject matter is broken into categories and unrelated to each other, we have to ask ourselves how relevant this information could possibly be to the learner. A series of divided times where facts are simply given to the student cannot compare to defining one's own learning.
In the constructivist school, learning is authentic and relevant. You can walk into any classroom and witness children working cooperatively to solve various problems. The teacher is not standing in the front of the classroom listing facts, but is a facilitator providing assistance when necessary and constantly instilling motivation in his or her class. The students are enthusiastic, eager, and excited about learning. They are always active in reaching higher levels in order to meet the challenges of the academic and social worlds in which they live.
As your school leader, I promise to work towards assisting our students to become enthusiastic life long learners through the constructivist model. Every student will be challenged and engaged as their individual needs are accommodated for. Teachers will be provided with the necessary training and resources to reach these goals. I invite collaboration with the students, their families, and the school community to work together in order for our school district to obtain this vision of a learner.
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