iCoach101 Vol. 11
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Transcript of iCoach101 Vol. 11
iCoach 101, Vol. 11 April 1, 2012
Mentor’s Message
This is my narrative of the year with TTL and you. Current Narrative about Public Education (as viewed by much of the public) “The least productive current narrative about public education goes something like this. Our schools, especially high schools, are failing. There is a predominance of ineffective teachers. Short of closing bad schools, firing bad teachers and sending kids to charter schools, there is little we can do to change this” (Phillips, 2012). Mark Phillips, in “The Cinema of Educational Despair: A Bad Narrative Reinforced” writes about the current film, Detachment, and others that influence the way the public thinks about public schools today. In his Edutopia blog post, Phillips also explains why we should refuse to accept it as a realistic portrayal of American high schools. The narrative about the schools in TTL is at the opposite end of the spectrum. Here we see teams of teachers working hard to improve student learning and to change the way they teach. In the beginning, I was excited about the possibilities for virtual and face-‐to-‐face professional development meetings with coaches. As a former high school teacher, I was also excited about working with high schools and eager to visit the schools to see the results of the transformation. I wondered, “How will high school classes be
iCoach 101, Vol. 11 April 1, 2012 different? Will I see renewed enthusiasm among teachers? Excitement from students? Will the sense of change permeate the high school environment?” My enthusiasm remains, but I must admit that I had some initial misgivings about the role of part-‐time coaches who were expected to work 8-‐10 hours a week in the buildings. I worked with half-‐time coaches in the ARRA grant schools for two years, and they found it difficult to do everything needed in their roles as technology integration coaches. Some of you came into this part-‐time coaching job thinking that you would do the technology and the teachers would take care of the rest. But for most schools, the technology wouldn’t arrive until much later. And then you learned that you had a big role in implementing PBL and helping teachers to plan instruction in which technology would enhance the teaching and learning. Wow! We even expected you to follow the model that Ed and I set, using the ideas and materials for coaching teachers to change their teaching styles as they worked with small groups, giving students more control of their own learning. And now we’re going to talk about how you can support the development of teacher leaders who will continue the project without your help and at the same time expand the transformation to other teachers in their schools.
iCoach 101, Vol. 11 April 1, 2012 Implementation: This Hemingway cat considers the role of teacher leader.
Continuing the story – supporting teacher leaders So, you might wonder, what exactly are teacher leaders? Teacher leaders can be many things. Sometimes, they are “catalysts for change, visionaries who are ‘never content with the status quo but rather always looking for a better way.’ ” These teachers, according to Harrison and Killion, are secure in their work and have a “strong commitment to continual improvement.” These are the teachers who analyze student learning by posing questions and continually looking at student work (Harrison and Killion, 2007). Look at some of the phrases used by Charlotte Danielson (2006) to define and describe teacher leaders:
• Expertise and skill in engaging others in complex work • Unwavering passion for the core mission of the school and the courage to
confront obstacles to achieving the mnission • Collaborative relationship with colleagues • Inspire others to join them on a journey without a particular destination
iCoach 101, Vol. 11 April 1, 2012 Teacher leaders, according to Danielson, “are teachers who continue to teach students but also have an influence that extends beyond their own classrooms to others within their school and elsewhere.” Ideally, you have already found at least one teacher leader on the team, and if you’re lucky, you have more than one. Or perhaps you think someone could be a teacher leader, but you’re not sure how to encourage that. You can create a conclusion to this narrative and an introduction to another by identifying those leaders and encouraging them to share their expertise, skill, and passion collaboratively with their colleagues.
Works Cited
Charlotte Danielson. Strengthening the Profession Through Teacher Leadership.
Alexandria: Ascd, 2006.
Cindy Harrison and Joellen Killion. “Ten Roles for Teacher Leaders.” Education
Leadership vol 65 2007. p. 74-‐77.
iCoach 101, Vol. 11 April 1, 2012 Information:
Upcoming Meetings & Events
Apr 12, 2012, 3:30-‐4:45 pm -‐ Virtual Meeting # 3
During the virtual meeting, you will be expected to respond to each of the 3
discussion questions included with the meeting agenda. Go to the meeting agenda
and materials at http://share21.org/meeting-‐materials/04122012vm3 to view the
questions. Then think about what your response will be – perhaps jot down a few
notes to jog your memory during the meeting.
April 15, 2012 – Monthly Reports Due May 9, 2012 – Coaches’ Meeting at ORC
iCoach 101, Vol. 11 April 1, 2012 Inspiration
Science writer Jonah Lehrer explores how companies are creating environments to foster creativity. Click on the link to listen to the NPR interview with Lehrer. AUTHOR INTERVIEWS 'Imagine' That: Fostering Creativity In The Workplace Companies like 3M allow their employees to have an hour a day to do whatever they want: work on a side project or tinker with a hobby. In doing so, they're helping their employees become more creative — and increasing their productivity, says science writer Jonah Lehrer in his new book, Imagine. Scientists are now learning more about how such
moments occur, says science writer Jonah Lehrer. His new book, Imagine: How Creativity Works, explores where innovative thoughts originate and explains how some companies are now working to create environments where they're more likely to occur. NPR, 3-‐21-‐12 http://tinyurl.com/867rvz9 More Inspiration: As PBL units wane and schools move into spring breaks and final exams, you might want to reflect on the year you’ve spent with the Transforming Teaching and Learning Project. Some thoughts to consider might include
1. What have I accomplished this year? 2. What did the school team accomplish? 3. Are students learning more? Learning differently? Learning effectively? 4. What did the classrooms look like in September? How has the environment
changed? 5. What would the teachers say in response to these questions?
Now consider going one step farther. Ask the team members to respond to the questions. The responses can be discussions at a team meeting, or they can be written in a blog post or on a wall. This kind of reflection is important to planning for next year so the teachers can begin to imagine what the year will look like.