Teachers need to be “Seen” too…

I am a year in at my current position as Director Curriculum and Instruction with our public state virtual school. I have moved from a role where I was primarily expected to take care of administrative matters in regards to building safety, student discipline, and jobs delegated because no one else wanted to do them or somebody else’s plate was too full. It meant long hours and many evenings and weekends tying up loose ends so I could still be what I wanted to be, an instructional leader (lead learner).

Now I am in a position that lets me focus on the part I desire most, being an instructional leader (lead learner). I have grown so much in the past year in this area as I have been handed the baton to continue to guide my amazing educators through the process of Professional Learning Communities (PLCs).

Let me first say that I was extremely blessed that the framework/foundation for PLCs had already been developed before I arrived. Having procedures, routines, and rituals in place make for the process of continuous improvement much smoother. This allowed for the room needed to experiment, take risks, and ultimately move organically and authenticism.

This process of experimentation, risk-taking, and authentic learning began early in the year. I had a teacher who came to me that was “trying something new” in her online AP course. She had decided to pre-record her typical “what’s coming up for the week in the course” that had typically been delivered in the synchronous zoom time. In theory, she was hoping to build a more active synchronous time in her Zoom and at the same time allow time for deeper conversations with and among her students. She wanted to know from me if this was “ok” to do. I was so excited! Without even knowing it, she was attempting flipped learning! I told her to go for it. I also told her that I planned to check in with her from time to time, and if she was feeling things were going well, I wanted her to present to the rest of my teachers her “risk.” In the interim, I shared short articles of strategies and research that supported her decision. In November she shared her “experiment” the initial successes, and strategies she was using with the entire organization.

IMG-4105What did this take? I am not 100% but something I said or did early on in the back to school professional learning, the openness that I presented, and my eagerness to see teachers trust their instincts and what they knew was good teaching and run with it somehow sent a message “Give it a go! You never know unless you try!”

Since that November, others have presented. What is shared is always more meaningful than if I had shared it myself. No matter what it is, every situation comes back to being able to do what is best for students and provide excellent learning opportunities for students.

What has been key to making this happen?

  1. Valuing the PLC process not for the benefit of the organization, but for the benefit of the student, with the teacher at the center of the process.
  2. Listening and noticing the nuggets of greatness and teaching others to “mine for the gold” that teachers have but sometimes think isn’t all that special- (I have been known to share “Obvious to You, Amazing to Others” by Derek Sivers)
  3. Being vulnerable, I mean really vulnerable. If you haven’t read Dare to Lead by Brene’ Brown. Start there and lean into leading with whole-heartedness and tough conversations. The result will be amazing and brave work.
  4. Finally, let teachers know they are seen. Really seen. This means making an effort to be observant to the tiniest of things. Listen to the cadence of an email that changes. The post on their social media that shares a celebration or hints at heartache. Meet them where they are and WALK with them. Do for them what you would hope as an administrator your teachers would do for their students.

It isn’t enough for us to ask our teachers to personalize learning for our students, build unique relationships with each of them, and identify and meet each situation by name and need if we as lead learners aren’t willing to do the same.

This is how we are making progress as a Professional Learning Community. This is how I hope we continue as Community of Educators who profoundly care for one another and the students we have the opportunity to impact.

How are you working toward whole-heartedness, teachers being “seen,” and at the same time developing a healthy PLC culture? Please share in the comments!

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Creating a Perfect PLC…

to-get-to-that-next-level-you-gotta-learn-to-get-comfortable-being-uncomfortable-quote-1PLCs have been a part of my professional learning and growth for years. I have experienced it as a teacher, a team leader, an instructional coach and now as a campus administrator. I have seen it from the implementation phase to fully involved.

A question that was recently posed with a learning team I am a part of was, are the systems and structures we have or do not have in place limit the progress and authenticity that PLCs are meant to produce with learning and collaborative efficacy?

The learning team reflected and asked how much of PLCs should be directed and clearly defined by administration and how much should be guided and directed by the teacher team?

Much like we have learned that our students need differentiation with instruction and the way they share their learning, teachers need it in the structures and systems they have within their PLCs.

Teachers, curriculum writers and administrators agree that the conversations and data discussed is different in Kindergarten through second grade teams compared to third through fifth grade teams. There is a concrete area that differentiation is needed. The other is based on the needs of team.

It takes time both for the administrator and the teams to determine where they are as a team in the process of becoming high performing (Stages of Team Formation). Then each team’s PLC structures and systems would be designed in such a way that there is a gradual release of responsibility in communication, planning, lesson sharing, data analysis, and collective professional learning.

It is a delicate balance for administrators to know when we need to say something and when they can attain the learning on their own. A fellow colleague recently commented on this stating “If we say something teachers can get on their their own… why are we saying it?” It is, with the work together as educators (teachers and administrators), we find a place for each team between accountability and autonomy.

We have amazing teacher leaders in every place you look in education. Every educator should see themselves as a leader both for the students they have in their classrooms, but also within their own teams and beyond.

When our learning team met it was a mix of both classroom educators, campus administrators, curriculum directors and district administrators. The most powerful thoughts and reflections came from our classroom educators… what resonated was how excited they were to be with the learning team, to meet other educators that were so deeply passionate about teaching, learning and their students.  As one teacher stated, “We desire to be with others that think at the same level as we are.”

Reflecting on Theories of ActionThat left me pondering… how do we differentiate learning both in PLCs and individually for our teachers? How can we provide systems and structures that allow purposeful PLCs to occur instead of limit progression due to too many constraints or not enough guidelines?

The questions (taken from the book The Transformative Power of Collective Inquiry: Realizing Change in Schools and Classrooms by Donohoo and Velasco p. 104) to the right are designed to evaluate Theories of Action, but also can be used to evaluate the present state of team’s PLCs and help move forward with next steps.

As we move toward the end of the 2017-18 school year, reflect on our progress and the areas we hope to see more growth in the 2018-19 year, what are the systems and structures that best move your campus, teams, teachers and students forward… what systems and structures (or lack of) could be limiting your progress?

Citations:
Donohoo, Jenni, and Moses Velasco. The Transformative Power of Collective Inquiry: Realizing Change in Schools and Classrooms. Corwin, 2016
mind tools, team. “Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation.” From MindTools.com, Mind Tools, http://www.mindtools.com/pages/article/newLDR_86.htm.
“To Get to That next Level, You Gotta Learn to Get Comfortable Being Uncomfortable.” PictureQuotes.com, http://www.picturequotes.com/to-get-to-that-next-level-you-gotta-learn-to-get-comfortable-being-uncomfortable-quote-258304.