Who do you rely on professionally? I could name a long list of people, places, journals, periodicals, podcasts, and websites, but most recently I listened to my colleague Chris Brownell’s recent podcast with Director of Special Education Studies at Fresno Pacific University, Megan Chaney. Megan is doing her doctoral research on teachers dispositions and she describes it as having a “heart” for teaching. That resonated with me, and it made me think about working to build strong teacher-student relationships. These relationships build trust and help to raise the level of student achievement. Sound familiar? No doubt, you have heard all of this before, but what about your teacher-to-teacher collegial relationships? Do you have a heart for that? What can and would happen if teacher-to-teacher collegial relationships were at their very best in your school system? That would mean the whole system would attain a high level of achievement, and imagine the impact that a high level of trust amongst colleagues would bring.
I have written about the impact of a good, strong, working PLC/N and the power of multi-generational collaboration, but I want to add a few points about reaching out to your teacher colleagues, because strengthening your community/network has been known to raise the level and quality of teaching in your school.
I will assume that you are a teacher because you have a heart for teaching. You show students care and compassion and enjoy taking part in seeing them grow and mature. You listen and value what they have to say. You pay attention to their needs so they can learn and master subject matter content. You are excited when they use newly gained knowledge and apply it to everyday life. These are all dispositional traits of most teachers, but what if your heart for teaching had the same traits as your heart for professional learning and it was extended out to all of the teacher-to-teachers working relationships we have in school?
Find a way to be a part of a strategic team and perhaps plan to explore co-teaching opportunities that would give students and yourself better classroom experiences. With a colleague, challenge yourselves to look outside of your current teaching box. Start by reviewing the teaching practices you use that may have become habitual. If you are teaching using the same habits of practice and not making changes, that leaves little opportunity for professional growth and improvement. Take advantage of teacher-to-teacher time.
If you have not yet seen it, Robert Kaplinsky, a mathematics teacher specialist in a large southern California school district, has started a campaign of #ObserveMe. He is challenging teachers to invite colleagues into their classrooms to observe them, but with the specific goal of getting feedback on whatever you are working to improve in your own teaching. Check it out. This might be an easy way to develop some really rich teacher-to-teacher conversations about improving practice.
Who knows when you will find ways to change teaching practices, but I know it is easier to do it with colleagues and not just by myself. Examine what the size of your heart for professional learning is…
Last week I wrote about a possible solution to bring a struggling Professional Learning Community/Network back on track again. I wrote about that because of my experiences with the AIMS Facilitators’ Professional Learning Network and how being a part of it allows me to be a better teacher and professional. At AIMS we are fortunate… Continue Reading
More times that I can count, I have heard teachers say, “My PLC/N does not work!” I find myself thinking about that statement quite often, so I wanted to share my thoughts about it. We have to spend time and ask ourselves if the systems we have in place are working. If something is broken,… Continue Reading
Being a teacher is rewarding, and hard work, and an amazingly rewarding profession. Teachers play a hands-on part in the future. Do you know anyone who decided to become a teacher, but after having had a professional career in a different field? I have spent some time talking to individuals who are now teachers and… Continue Reading
Contrary to what most teachers might say, I think it is easy to teach science every day in the classroom. Yes, it may be a subject that gets loud and sometimes messy in your classroom, but just the same as needing to learn to be a lifelong reader or mathematician, the same goes for science.… Continue Reading
What does your science classroom look or sound like? Are you using phenomena to engage students in learning? Are your students compelled to want to figure things out in the science classroom? When a school or district contacts the AIMS Center to help them with their professional learning program in science, we start by asking… Continue Reading
Here are my thoughts for today. I want to challenge every reader to be opportunistic and see what is right and bright in education. We educators have a daily view from within our schools and classrooms, and that is where we have the opportunity to shine – to make differences that matter. I challenge you… Continue Reading
I have been spending time with each of the AIMS facilitators that are members of our national cadre. I have talked with each of them virtually via a Google Hangout as a way of checking in to review the previous year. I have come away from each virtual meeting inspired. I am privileged to know… Continue Reading
“Culture eats strategy for breakfast.” I recently heard this line and it is one that may too often be true when viewing it through an educator’s lens. I’m thinking you may have made one or more New Year’s resolutions. Have you made any that apply to your professional life? We often get bogged down and… Continue Reading
Teachers must spend time collaborating, sharing experiences, and reflecting about what they are learning to assure deep, rich professional growth. Those who participate in long-term professional learning projects participate in and establish ways to collaborate, share, and reflect when meeting face to face. Equally important, are effective ways to do the same when some of… Continue Reading