End of Course Reflection

COURSE GOALS:

All course objectives are for the purpose of helping students address the four commitments of the SPU School of Education.

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.

This course substantially transformed my leadership capabilities, and specifically, my ability to lead, and support adults in their learning, and professional development. Prior to this class, I had a profound understanding of how children learn, and how to support, and encourage their learning, but did not consider the intricacies of adult learning. Now I understand that they only way to effectively lead, and teach other teachers, is to have a deep understanding of how adults learn best, and to create trainings, and professional development opportunities that accommodate these learning styles. Additionally, this course has given me the necessary tools and resources to promote positive communication and collaborative models for professional learning, along with the background necessary to create protocols, and documents that positively impact adult learning, and as a result, student achievement.

            I was always very aware that adults learn differently than students, but my understanding of the extent of this, was incredibly limited. As PLC leader, it has always been my paramount goal to ensure that every member feels endlessly supported and valued, and that there is a strong sense of mutual trust on our team. I thought that this, along with careful, intentional planning on my end as the leader were the key ingredients to a successful, and impactful PLC. Now I recognize that these efforts are only impactful if I also design our PLC centered around how adults learn best. Zepeda (2012) explicates conditions that must be in place to ensure effective adult learning. Among these conditions she states that successful adult learning must “be based on ownership, appropriateness, structure, collaboration, internalization, and motivation” (Zepeda 2012). As a result, on my team this year through working with my teammates to select the work that is most critical, and that we are most passionate about all teachers on my team have been empowered to hold a deep sense of ownership and pride in our work, which creates an internal, and collective commitment to working tirelessly with colleagues to create the most meaningful and impactful lessons and interventions to support student learning. We feel immense ownership over our grade level PLC and our protocols, and clear expectations allow for us to be highly collaborative and productive. Our mutual commitment to planning interventions to support our most impacted students provides us all with a deep sense of ownership and commitment to our work. We are motivated to work diligently to meet our goals, and, to specifically create tools to support and empower our historically underserved populations. This passion, and ownership of our work allows us to work very productively and passionately together. Zepeda also continuously mentions the importance of establishing a productive, positive collaborative environment. We are highly supported and encouraged by our administration, and have cultivated a deep respect for one another. These conditions have laid the foundation for an incredibly productive, positive, and effective PLC structure.

My thinking has also changed significantly in how I approach the trainings I lead. Now that I have a deeper understanding of how adults learn, I have altered, and will continue to alter my delivery approach to best meet those needs. My new knowledge of informal or incidental adults learning, and the profound impacts of this type of learning has shaped the ways I will approach PLC work, as well as teacher trainings to strengthen this component of my practice. When planning a training or creating a PLC agenda, currently I plan every solitary minute to ensure maximum productivity. I prewrite our discussion questions, and dictate the direction of our conversations prior to each meeting. While is many ways, this is the work of an effective PLC team, it also, could potentially take away from opportunities for incidental learning, or for our team to construct knowledge collectively. While I will still plan an agenda that addresses the most critical tasks, and data analysis, I will also create opportunities for incidental learning to occur. In teacher trainings, this could surface through teachers exploring lessons or using manipulatives independently to construct knowledge, rather than to directly model to train them.  Based on what I know about the value of learning in context, I will also ensure that teachers have an ample amount of time to interact with new content, and to practice new skills. I will allow teachers to practice each skill, and support their learning as active participants.

Another area in which my insight has been broadened is on the concept of transformational learning which Malik (2016) explains as “learning that results in a change in how we see ourselves.” This is an intricate process consisting of four major components “experience, critical reflection, reflective practice discourse, and reflection” (Marriam, Caffarella, & Baumgartner 2013). It is so important to understand that many teachers, notably those with years of rich teaching experience, can be reluctant to make significant changes in their practice, or implement new programs. As a teacher leader and trainer, it is critical that I understand this, and recognize that making changes can equate to taking risks for some teachers. As a leader, I have the platform to positively empower, and influence teachers to take on this work. I believe that this starts through my team’s PLC work. In our reading, Teacher Leadership by Hilty, she states, “well-composed and well-functioning teams can exert substantial social and normative influence over their members, shaping their thinking, beliefs, and behaviors” (Hilty, 2011, p. 275). This concept is what has motivated me to create documents and protocols to maximize the effectiveness and productivity of PLC work at our school to first implement with my team, and to eventually take the most effective of our practices, and share them with other teams. I have been asked to help develop, or tighten up our PLC protocols schoolwide, and as a result, I have created documents to help strengthen the work we are already committed to. Prior to this course, I assumed that by just meeting, sharing data, and altering our instruction as a result we were doing high level PLC work. Now, I recognize that there is more to it than that. Lewis, Perry, & Murata (2006) explain the process of collaborative PLC work in four steps consisting of studying the curriculum, and formulating goals, plan, conduct research, and reflect. As a result, I created a document that will allow teachers to backwards plan units, which has allowed our team to select the most informative data to analyze, and bring to our meetings. We use an assessment map to backwards plan our delivery, and to break our culminating critical task into smaller formative subskills that allow us to intervene earlier, and support student learning through the unit. Secondly, we use preliminary data and lesson outlines to determine the most difficult components of concepts, and highlight potential student misconceptions that allow for us to alter our instruction.

This course has undoubtedly had the greatest influence over my growth and improvement as a grade level, and school leader this year. As a result, I will be able to use what I know about how adults learn, effective professional practice, and my understanding of our school, and our needs to restructure our collaborative PLC structures to maximize productivity and leverage genuine engagement from all team members. I am fortunate to be able to actually implement my final project plan to maximize the productivity and impact of professional learning communities next year, with the documents and protocols I have created. I am currently piloting these documents on my grade level team, and have worked with other grade level team leaders to discuss altering these documents to best meet the needs of their teams and students, and implementation. This course has not only improved my leadership capabilities, and ability to empower my team, but has also led me to improving the PLC system schoolwide. Prior to this course, I worked diligently the be the most impactful team leader possible, but now I have the tools, understanding of research, and how adults learn to impact schoolwide professional collaboration and growth.   

References

Hilty, Eleanor Blair. (2011). Teacher Leadership: The "new" Foundations of Teacher                      

             Education. A Reader. New York: Peter Lang Publishing.

Hirsh, Stephanie, and Hord, Shirley M. (2010). Building Hope, Giving Affirmation. The         

          Learning  Forward Journal, 31(4). Retrieved from                                                                                          

         http://learningforward.org/docs/jsd-naugust-2010/hirsh314.pdf?sfvrsn=2

Lewis, Catherine & Perry, Rebecca & Murata, Aki. (2006). How Should Research Contribute to        

          Instructional Improvement? The Case of Lesson Study. Educational Researcher. 35. 3-14.

Malik, M. (2016). Assessment of a Professional Development Program on Adult Learning Theory.

          Libraries and the Academy,

Zepeda, Sally J. (2008). Professional Development: What Works. New York: Eye on Education. 

EDU6600 Reflection Three

            I see so much value in The Lesson Study process, and believe that it mirrors our PLC process in many ways, however, I think it also has the potential to strengthen and align our analysis process as a school, and strengthen educational outcomes for our students. What I appreciate most about this process, is that it empowers teachers to select the best method of instructional delivery to meet the needs of students, based upon research, and data. Lewis, Perry, & Murata (2006) explain the process in four steps consisting of studying the curriculum, and formulating goals, plan, conduct research, and reflect. I believe that this is the work that effective PLC teams should be immersed in on a regular basis. This process includes consistent analysis of instruction, and teaching strategies with the paramount goal of improving instruction. This process also considers the teacher as a learner, studying curriculum, planning instructional delivery, conducting research, and reflecting as a team through peer feedback, and data analysis. This process also takes a backwards planning approach in that the beginning stages involve studying the curriculum and selecting a critical task, or particularly difficult task and planning instruction as a team considering the most important “enduring understanding” and most valuable learning opportunities for students. Teachers then select a research question, and conduct research through instructional delivery. The final stage, and arguably the most important, is the reflection stage. As a team, data is used to dictate student’s misunderstandings, or weaknesses, and strengths. This leads the team back to the beginning of the process of developing a new question to research.

            My school is currently collaborating at varying degrees of effectiveness. While every grade level team meets, creates agendas, and reports data weekly, the protocols and structures used look different on every grade level team. Each team uses a reflection tool that promotes goal setting, generating scaffolds and interventions, and sharing data, but this process looks very different, and is completed to varying degrees depending upon the grade level leader, and  PLC team. I envision The Lesson Study Process strengthening this element of our practice, as it has specific steps to follow to facilitate this critical work. Currently, there is a relatively broad understanding of best practice in terms of PLC work, and I believe that we need a more specific protocol to follow. I believe the lesson study process is valuable as it mirrors the work we are already doing, but would give teachers more structure, and support when it comes to lesson delivery, and data analysis.

            Challenges to implementing this model at my school would simply be that all teachers are not always willing, or excited about embracing new models, or changes. This is not a critique of teachers. Teachers are extremely hardworking, passionate, committed professionals, immersed in a profession that is constantly changing, and not always positively. It can be difficult to discern valuable protocols that are worth investing in, from simply an additional task to add to our overflowing plates. I think a way to combat this resistance, is simply through illustrating that it works. When we tighten up our practice, and are extremely intentional about team planning, data analysis, and changing our approaches as a result, students benefit from stronger instruction. It would also be important to illustrate that this process is incredibly similar to the work we are already doing, and should require just small tweaks to strengthen our practice. It is important to highlight the strengths of our teams, and empower their will to improve, rather than mandating a new practice.

            I do believe that many teams at our school align well to best PLC practices, and that intention of our PLC system mirrors best practice, and that a few teams engage in exceptional PLC work. However, I also recognize that this is not a schoolwide practice. We have the resources and protocols to make this work impactful, however our expectations as a school are far too broad. I believe that as we become more common in our approach, our work will become more meaningful, and will be more likely to positively impact the education of our students.

Principal Interview

Our principal is genuinely exceptional. He exemplifies many of the traits most valuable in a leader. I admire him for a variety of reasons, but what I appreciate most is his passion for creating an atmosphere in which our paramount objective is to support our historically underserved, and most impacted populations. This passion is also met with a genuine support and empowerment of teachers to take on this difficult work. My interview with him was, unsurprisingly, very impactful and informative.

Mr. Keith is an extremely intentional principal. When asking him to explain the necessary considerations when developing a plan for professional learning, he explained the importance of having a thorough understanding of the needs of students and staff members at the school. He explained that it is also imperative to have a deep understanding of achievement data. He mentioned that it is important to provide supports and training that meet the needs of his staff, and, most importantly, that the prescribed supports must align with the goals of our school, along with district goals. None of his responses were surprising to me. It is very evident that he has high expectations for his teachers, however, those expectations are met with adequate supports and appreciation. Mr. Keith has created PLC documents and protocols that support data analysis, and assessment mapping. He is very thoughtful about the work he asks us to do, and very clear in his delivery. I believe that his high expectations, and explicit directions are only so successful because they are matched with the empowerment of teachers, and constant positive feedback.

Throughout this interview, a consistent theme was, when making changes, when possible, it is critical to move slowly, and respectfully and recognize the hardworking nature of teachers, and the important work they do on a daily basis. He explained that the greatest challenge to implementing professional learning systems, is that this work has to happen when teachers are outside of the classroom. He expressed the importance of having an adequate balance, and to be realistic and respectful of everyone’s time. As our interview progressed, it became very evident that he is very methodical when approaching professional learning. He explained that all staff members can be in far different places in terms of need for professional learning. He explained that, “It is critical to create opportunities that benefit the greatest number of people.” An additional challenge mentioned was simply that our critical PLC time is limited. Mr. Keith strives to help leaders structure PLC segments in meaningful ways. It was evident that he believes that our time is valuable, and as a result, he will create worthwhile, productive learning opportunities for all staff members. When discussing recommendations, he would give to a new principal he communicated the important of acting on most pressing needs first, while making changes incrementally. One of his most meaningful quotes during this segment was “if you are going to make people uncomfortable, or suggest a change, you need to be able to come back and show that they were successful. He also referred to integrity, in the sense that he would never ask teachers to take on work that he will not also be doing.

When asking how to leverage the teachers at the school to improve success, he explained that it is crucial to persuade teachers that the work that they are doing is the right work, and to demonstrate the importance of the work. He achieves this goal by regularly using data to empower teachers, and demonstrate that our work is effective and successful. He referenced the importance of enlisting a group of teacher leaders and empowering them to help implement new systems in a cautious, respectful manner. As one of his teachers, I believe his consistency, and thoughtful nature is what makes him so effective. Seemingly every training, meeting, and protocol he has delivered has been sifted through to only include the most important and necessary components. I have never felt as if my time has been wasted. Throughout our interview, it was very evident that he has deep respect for teachers, our time, and our work. I believe that any professional performs more effectively when they feel valued and supported. Another element that contributes to his success is that his message, and values have remained consistent. Ask any teacher in our school, and they will be able to clearly articulate that his greatest passion as an administrator, is to improve student achievement, particularly the achievement of our most impacted students, through professional learning communities, and intentional interventions. From the first staff meeting I attended, until now, four years later, his message, and belief in teachers has remained constant. His consistency has allowed people to believe in him and trust his message. I think above all, he is effective because he makes teachers feel valued and supported. This is not necessarily by being exceptionally warm, or friendly. In fact, initial interactions with Mr. Keith often seem cold and intimidating.   He is supportive in how he allocates our time and resources. He is supportive in the way he is intentional, and only schedules valuable professional learning opportunities. He is supportive in the way that he uses our data to illustrate our successes, and empowers us when improvement is necessary.

Every interview answer was impactful on my understanding of the role of an administrator. As I consider becoming a principal myself in the future, I think the most impactful themes from the interview were to value and support the work that teachers are doing, and to make changes to existing systems thoughtfully, intentionally, and slowly. Teaching is a very personal profession, and it is important to make it clear that you respect the work teachers are already doing, prior to asking them to take on more. It also really resonated with me when he explained the importance of demonstrating why new learning opportunities are important, and being able to prove that such experiences were impactful through measurable data. Teachers are incredibly busy, and it is important to only select opportunities and systems that are worthwhile. The concept of empowerment was also huge for me. Changes cannot be successfully made if teachers do not believe in the changes, and feel empowered, and motivated to take on new work. When teachers do feel supported and empowered, they are far more likely to actively embrace, and appreciate proposed changes.