Edurati Review

Where Education Policy Meets Pedagogy

Archive for the ‘Teacher Efficacy’ category

The Teaching Story: August 2010

August 22nd, 2010

We educators teach learners that stories have a beginning, middle and end. We also know that each annual cycle of our career takes the form of a story, too. Many of us look forward to writing a new story each year-creating fresh learning plans, developing new relationships, redesigning our learning spaces to gain different perspective upon learning. On the flip side, some of us change so little over the course of our careers that we seem to simply repeat the same story over and over; almost as if stuck in the movie Groundhog Day. What leads teachers to choose one or the other of these two career pathways? Years ago, I worked on a little writing project to ask and answer the question: what motivates some teachers to continue evolving practice over the course of their career? After hours of listening to and transcribing audio tapes, a few specific themes emerged from these teachers’ reflections on their practice- or artwork- as one teacher labeled it.

2 generations of teachers; Ashley's retiree mom helping her set up kindergarten

Each year, just before school refreshes its cycle, I hear those teachers’ voices reminding me of their perspectives on the importance of the first day of school. These teachers, all recognized master teachers with years of teaching under their belts and with no intention of ever doing anything else, believed that the power of their successes was grounded in the relationships they began to build with young people in the first moment of the first day. One teacher said to me something akin to this, “When I began teaching, one of the old-timers advised me to not smile ‘til December.. I ignored that advice and think it was one of the best decisions of my career. How can you begin a positive relationship without smiling?” Another said in thinking about a mentor who helped her survive her very first day of school, “A teacher in the math department stepped in to help me with discipline early on. She became a mentor and critical friend for life. Every time I was failing to reach a student, we would talk. She would ask questions. I would think about different approaches. Eventually, I began to realize I owned the change that’s needed, not the learner. Sometime it’s about the relationship. Other times it’s about their needing a different learning strategy from me. Sometimes, they just need more time and – more of my time.”

These teachers engaged in professional careers grounded in efficacy. They believed they were capable of making a difference in every learner’s life and they never gave up on a young person, especially those who challenged them the most. Importantly, they all shared a professional power gained from finding and connecting to one or more critical friends with whom they bonded because of a commonly held belief in their own self-efficacy. They supported each other, listened to each other, pushed each other, and shared with each other. Often, they considered themselves to be part of an underground group of educators who stayed out of the fray of others’ criticizing conversations; not because there isn’t always something to criticize in a school but because they saw those discussions as debilitating to their work with young people. They held a viewpoint about their students and their work that could be labeled as “glass almost always full.”

Paragons of teaching? I don’t think so. Teachers aren’t perfect but I believe teachers who care and work hard are more the norm than the exception. As I walk schools and chat with teachers, step into their rooms, listen to their dreams for the first day and every day afterward with the learners they serve, I think the media, the politicians, and our communities often sell short the many professionals who teach their heart out, day in and out; living their careers inside and outside of work. These teachers know what’s worthy to learn and they put their energy into realizing that work to the greatest degree possible, even if means being a bit of a Neil Postman-like“subversive activity” teacher. They understand the importance of staying current and working to learn new skills. Despite being beleaguered professionally by back-to-school stories such as the recent teacher evaluation coverage of the LA Times, they work on new ideas for learning projects while on unpaid summer leave, rearrange their learning spaces over and over again before pre-service week, put a smile on their faces, and reach out to find the good in each learner who crosses the threshold into class on that first day of school. Our schools, our learners, and our teachers represent a different century of learning than the one Norman Rockwell captured when he painted Happy Birthday, Miss Jones, an image of what once was America’s quintessential teacher. However, today’s teachers still represent the best of what teachers have always been and always will be; educators who make a difference in the lives of the young people they serve.

2 comments »

Posted in 21st century skills, narrative, Pam Moran, Sphere of Influence, Teacher Efficacy, teaching, voice

Peyton Manning Can Call Audibles, Can You?

February 1st, 2010

By Jason Flom, Ecology of Education

I’m not afraid to admit it. Standardization — it scares me.

It’s the monster under the bed, lurking in the closet, rumbling around in the attic of my mind. Its the haunting moans in the walls of the profession, a harbinger of doom. In fact at times, in states of sleep deprived overly-dramatic hyperbolization, it is the end of days. At least in my head.

Its not common concepts, core values, or normalized skill sets that go bump in my night. No, the zombie lurking in my room is mandated standardized teaching, the cranking out of factory built sameness. The terror is this: If educators are bitten by standardization will they cease to think for themselves? If they must all teach “X” during the __th week and then assess that content on Friday, will they churn out little stardardized zombie students?

Ultimately, my fear is the dichotomous relationship between what we want (teachers as professionals) and what we may be moving toward (teachers as laborers).

(Warning, Mixed Metaphors Ahead!)

The teacher as professional is still a long way off. That’s not to say there are not a number of very professional teachers in the field. There are. However, there is a difference between “teachers who are professionals” and “teachers as professionals”. In the former, some teachers act as polished experts, while in the latter, the field of teaching is respected for its (eek, eek) standard of excellence.

In many ways, teachers are quarterbacks in the football game of schooling. They try to move the ball of learning and knowledge down the field despite the numerous linebackers that attempt to halt forward progress. The talented quarterback, much like judo experts, use the oncoming obstacles as opportunities. (Technology is a good example of this. Teachers who embrace students’ immersion in it can move their team closer to touchdowns than those who try to keep it off the line of scrimmage.)

Teachers able (meaning possessing both the ability and autonomy) to “read the field” and make adjustments fair better than those who cannot (either do to ineptitude or restriction).

I’m not suggesting that teachers go on the field without a game plan or without consulting regularly with their coach (administrator, team, mentor, or planbook). Professionals work in collaboration on a number of fronts and approach each task with established goals and objectives. Teachers are no different. The well prepared teacher can manage a wider assortment of obstacles than can an unprepared one.

The great topography of the US, both in terms of geography and demography, is a boon to our future possibilities. Myriad communities, resources, and experiences present schools with a rich diversity of ideas, cultures, and personalities. The adaptable and engaging teacher culls from this a unique blend of opportunities, tailored specifically to the students under his/her leadership. Innovation is born of imagination, discovery, research, knowledge, and exploration. Creativity and flexibility are necessary components of growth and development, and schools can be allies in this far beyond the 3 r’s.

Because of the dynamic nature of classrooms, teachers able to tailor curriculum to the reality on the ground — essentially to adapt to the configuration of the defense — can “score more touchdowns” and provide students with more skill depth than teachers who stick to the texts.

The ability to take advantage of learning opportunities depends on three interrelated components:

Teachers trained to “read the field” and adapt or construct curriculum to meet the reality of the field. Colleges of ed need to prepare teachers who know how to learn. For working with interns in my classroom, I use this sheet. We can’t simply give teachers autonomy. It must be worked into the system, to capitalize on diverse ideas, talents, and visions. Students thrive under inspired teachers.
Administrators who have (and can use) more effective methods for providing teachers with feedback and support. (I’m a big fan of this rubric.)
The support and respect of the policy making establishment and, by proxy, the public. (A pay grade that attracts top flight candidates might help.)

I wonder, can we standardize creativity, individualism, differentiation, learning opportunities, innovation, and a sense of community in our learning environments? I think we can, but it’ll take a different effort than “simply” standardizing for scoring high on standardized tests. We need to standardize teachers’ ability (skill as well as autonomy) to follow the lead of the students, and fully capitalize on the gifts students bring with them.

Teachers need to be able to call audibles without fear of reprimand. Its not going to happen over night (nor should it), but with concerted effort, it can happen. And the team — the kids –will only benefit, if we do it right.