EDU 6600 - Reflection (Autumn 2018)

Bryan Van Pelt

EDU6600

Course Reflection: EDU 6613 Standards-based Assessment

Course goals:

Competence

1.      Students will learn the major theories of adult learning and how they apply to ongoing professional improvement

2.     Students will demonstrate knowledge about effective professional practices.

3.     Students will analyze the context and needs of a school.

4.     Students will plan appropriate actions for improving communication and collaboration within the school setting.

Character

1.     Students will examine factors related to collaborating with peers that hinder or promote student learning.

Service

1.     Students will apply knowledge about school improvement practices that will maximize student learning.

Leadership

1.     Students will articulate elements necessary to create systems that are positioned to maximize student learning.

Teacher Leadership Standard:

            Standard 6: Communicate and collaborates with a variety of stakeholders

Prior Thoughts:

Prior to EDU 6600 I had two main thoughts. 1) I viewed professional development as a separate entity, not apart of the regular workings of the school day.  Teachers teach, and then attend meetings and professional development sessions.  Most teachers don’t engage with the material and simply “get through” the PD sessions and eventually return to the classroom and focus on their own teaching.  2) Adults can’t learn or are resistant to change and implementation of new ideas and practices. As the old saying goes, “you can’t teach an old dog new tricks”.  I assumed this to be true of all teachers as the veterans have found their methods and don’t need anymore advice or direction.  Regardless of the method, adults don’t learn.

Takeaways:

1.Relevance

The entire process of adult learning can be summarized through this quote:

Professional development leads to better instruction and improved student learning when it connects to the curriculum materials that teachers use, the district and state academic standards that guide their work, and the assessment and accountability measures that evaluate their success. (AERA, 2005, p. 2)

In short, professional development must connect to the teachers in multiple ways.  The development cannot simply be something “worth trying out”.  Relevance to both the teacher’s classroom and the standards and curriculums in which they teach is paramount for the engagement and ultimate success of the professional development.  As stated by Zepeda (2013), “Regardless of its form, adults learn if it is ongoing, long term, and relevant” (p. 8).  Teachers have a lot on their plate at any given time of the year.  Asking the faculty and staff to add one more thing does not sound like a big deal, but it certainly is.  Professional development must not only relate, but compliment something teachers are already doing in their classroom. When these factors are taken into consideration the professional development has much higher likelihood for positive teacher engagement and implementation.   After this course I realize the effects of a professional development plan must directly benefit the teachers and subsequently their students.

2. Power

Teacher leadership does not equal teacher power. Being in a leadership does role does not make you an authority figure or boss.  However, being a leader places the responsibility on you to mobilize others.  As stated in the article Redefining the Teacher as Leader (IEL, 2001), “it is about mobilizing the still largely untapped attributes of teachers to strengthen student performance at the ground level” (p. 3).  Instead of seeing teacher leaders as being in a position of power, I now think of them being in a position of empowerment.  When individuals are empowered they act with confidence and trust.  Their is a sense of faith is established not only between peers but in themselves.  Empowering others forms strong bonds, which in turn leads to production and forward progress.  This is what being a leader is truly about at its foundation.

3.  Efficiency

Teacher leaders need content specific knowledge, skills, and dispositions to be successful change agents. Simply calling someone a teacher leader is not enough.  To be successful in this role, teacher leaders need development. Teacher leaders require guidance and resources to effectively lead and mobilize others.  But how can we share resources and learning opportunities when a teacher’s day cannot spare an extra minute?  One of the best strategies for doing so is through job-embedded learning.  Defined by Wood and Killian (1998), job-embedded learning is simply “learning that occurs as teachers and administrators engage in their daily work activities”(p. 52).  One of the many benefits of this model of adult learning is the respect of time.  By embedding learning into the daily workings of the school day, teachers can maintain their normal schedules while expanding their learning opportunities to become better, more productive educators. 

Moving Forward:

Moving forward, as a teacher leader, I will focus my efforts on two main ideas.  First, I will spend ample time analyzing the true needs and desires of the faculty prior to implementation of any teacher leader idea.  Whether it is a formal professional development or a simple tweak to an operating procedure, If I am asked to lead such decisions I will ensure the decision is relevant and connected to the teachers.  Granted, some decisions might not be relevant for all teachers, but a majority of the teachers must agree the decision or plan being implemented directly affects them and their students positively.  Second, I will focus on the empowerment of others.  If my peers feel empowered, they will have faith in themselves. This is key for progress to occur.  This quarter, in conjunction with Dr. Bond’s “Leadership in Education” course, has revealed the importance of focusing on mobilizing individuals and less on leading individuals.  When a teacher leader is caught up in leading, they might be constricting other’s potential.  In short, too much “you do this, and you do that”.  This might warrant success, but that is not a guarantee.  However, if the focus is placed on empowerment, the teacher leader is building others up, ensuring not only a successful plan, but the growth and maturation of the faculty and staff. 

Artifacts:

Final Project-Teacher Leader Actions for Improving Student Learning through Communication and Collaboration:

https://docs.google.com/document/d/10MXPQoio77J1AjvFaLjopbbtU55PBJQSz8u3Fr7__WQ/edit

Sources:

American Educational Research Association. (2005). Teaching teachers: Professional      development to improve student achievement. Research Points: Essential Information             for Educational Policy, 3(1), 1-4. Retrieved from www.area.net/

Institution for Educational Leadership. (2008). Teacher leadership in high schools: How     principals encourage it how teachers practice it. Washington, DC.     

Wood, F. H., & Killian, J. E. (1998). Job-embedded learning makes the difference in school I           mprovement. Journal of Staff Development,19(1), 52-54.      

         

Zepeda, S. (2013). Professional development: What works. New York, NY: Eye on Education.