Had an interesting experience last week.
Our school leadership team had the opportunity to finalize our school improvement plan and meet with our Superintendent of Schools to discuss next steps.
We had been provided a list of guiding questions that our SO used during a rich 1.5 hour focused conversation. A number of voices were invited around the table to ensure multiple perspectives were represented, and people spoke very frankly about the progress, challenges, and work that still remains to do to improve student achievement in a few areas as identified from a variety of different data sets. At several points, it did not even feel like a meeting; rather we were discussing educational change very honestly and openly. People listened, opinions were welcomed, colleagues offered support and extended ideas, AND some even disagreed agreeably. Nice!
When it came time for the rubber to hit the road and define our immediate next steps, the need to differentiate teacher professional learning offerings became more apparent than ever. As I am sure is the case on many school staffs, we have people at very different professional learning comfort levels. As the co-facilitator of our weekly TLCP sessions, I have also come to appreciate that there is the work that teachers feel needs to be done based on their perspective, and then there is the work that admin feels is required to move students and teachers along in our critical thinking and mathematics journey. While some might feel they know what the nature of the work is that needs to be done next… teacher buy-in is not a given. The Concerns Based Adoption Model (CBAM) research of Hall and Hord has taught us for decades that unless we value the need for the perceived change, change will take longer to achieve and chances are it will not stick…
The good news is we have SEF days to access. Now we need a professional learning menu that offers choice if we really want to empower teachers to self-direct their job-embedded learning.
There are some excellent online resources available through our district online training and learning repository, PLUS this Fall, the Ontario Ministry of Education came out with some incredible monographs and webcasts DVDs that align directly with our areas of focus. So, the WHAT TO LEARN? syllabus is already there… at our finger tips actually.
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So here is the balance challenge:
I suggested allowing teachers to experience inquiry-based learning by having them sign up for their own professional learning focus and then, based on a set agreed-upon schedule, they would meet with those colleagues interested in the same topic to design their own learning adventure. We could assemble a variety of applicable learning resources from which they could read, discuss, study…
However, members of my leadership team feel this is too open-ended and teachers need more direct instruction and facilitation. Hmmmm??? At what point do we allow teachers to experience curiosity and inquiry on their own without direct-facilitation from others?
I want to read the recent Natural Curiosity publication from the Dr. Eric Jackman Institute of Child Study (Natural Curiosity) OISE to find out more about instilling meaningful inquiry and curiosity in play-based early years programs.
Maybe everything we need to know, even about facilitating meaningful job-embedded teacher professional learning, does stem from Kindergarten?
Would love to hear what others have done or think…
taniasterling 