Schools as Learning Centers for Teachers & Administrators As Well as Students.

Faculty Meeting is an interesting place to develop teacher growth. In an ideal School Community, teachers should grow to become Teacher/Leaders (Terry, P. M. 2010). (Harrison, Killion, 2007) Increasing teachers’ responsibilities in Faculty Meeting is a way to begin that process. Teachers can take a moment to present a “what works” minute as a method of collaboration. Or teachers who desire and who are in charge of segments of the school’s activities could take charge of announcements, information and promotion concerning their segment when appropriate. Getting up in front of a group of colleagues is a daunting task for many teachers, but a milestone in growth for the Teacher/Leader we hope our teachers will become.
Professional Development Programs are, of course, structured opportunities for learning by both administrators and teachers alike. Susan Louks-Horsley reflected, “We recognize that young people learn in different ways, but often don’t acknowledge that this applies to teachers as well when we plan learning experiences for them.” (Robbins, Alvy, 2009. p. 123)

SCHOOLS AS LEARNING CENTERS FOR ALL
There is an organization called the “National Staff Development Council (Killion, J. 2010) dedicated to improving Professional Development Programs where this subject can be explored further.
Professional Learning Communities (PLC’s) where teachers can collaborate and learn from one another, are a developing and exciting concept. The research has been compelling. The Center on Organization and Restructuring of Schools conducted a 5year study that incorporated study of data from more than 1,500 elementary, middle, and high schools within the United States. The Center also conducted field research in 16 states in 44 schools. This study concluded that schools with successful initiatives, in terms of student achievement were,
“…Schools that function as professional learning communities in which teachers . . .
· Are guided by a clear shared purpose for student learning
· Feel a sense of collective responsibility for student learning
· Collaborate with one another to promote student learning
· Enjoy increased autonomy at the school site.“ (Newmann & Wehlage, 1995):
Kruse, Seashore Louis, did another analysis of this same data and Bryck (1994) came to similar conclusions.
“The single most important factor for successful school restructuring and the first order of business for those interested in increasing the capacity of their schools is building a collaborative internal environment that fosters cooperative problem solving and conflict resolution.” (Eastwood & Seashore Louis, 1992, p. 215)
WestEd, a research and development agency studying the data to improve schools, concluded, “Our key finding—the central importance of a professional community to adult and student learning—will be no surprise to those familiar with other educational research.” (WestEd, 2000, p. 11)
The research often categorizes the most important components for the success of the PLC into three. These “big three” are: a focus on learning, a culture of collaboration, and a focus on results, (Dufour, R, et al 2006) including a plea to share the research or ideas with others, so that all researchers and perhaps schools can ultimately become part of a sort of meta-PLC.
The importance of schools being learning centers for teachers and school leaders and staff as well as students cannot be overstated. Using the supervision, evaluation and feedback system, usually given to teachers by administrators, as learning opportunities for both the teacher and the administrator. Also Faculty Meeting and the Professional Development Programs, which are currently part of most school systems can be used in new and interesting ways. However, the research indicates that the formation of Professional Learning Communities, where teachers can collaborate, focus on learning and focus on results and learn from one another, is probably foremost in effectiveness and provides an interesting new model moving forward.

Teaching is as much art as science.

Teaching is as much art as science. In essence, it is a transfer of SOMETHING (knowledge, skill, information) from person to person. Therefore the person is essential. The ideas a few years ago of making curriculum “teacher proof” was, in a word, insulting to teachers. I have known of overwhelmed teachers who resorted to videos/movies every day. Educational as the movies may have been, the students didn’t learn well. There has to be a back and forth with a real human who discerns through the student’s responses what they got and what they didn’t get, and then clarifies.

Each person communicates/teaches/transfers information a little differently. That is why I say there is an art involved. And each of us can observe the others and reflect on how others do what we are trying to do, and draw from it. This is why having peers as instructional leaders is key. They are doing the same curriculum, the same units, and, perhaps even the same lesson plans. I love the idea of teachers as instructional leaders..

The idea of the principal being the coordinator of teachers as instructional leaders is fabulous. The role of the principal centers around setting a tone. For example, “Are collaborative characteristics such as mutual respect, tolerance, acceptance, commitment, courage, sharing and teaming in evidence in interaction between principal supervisors and teachers?” (Handbook of Instructional Leadership, p. 6).
When all is said and done, this may be the major role that an “instructional coordinator” needs to take. Something like a coach or a ref, rather than a main player.

Community Involvement in the School

Every time a parent walks over the threshold of our school, the achievement scores go up. Community involvement is a help, not a hindrance to student achievement. I would hope to be able to convince faculty of that fact.
Parents and community need to understand how powerful they are. If their students know that their parents “buy into” what is being done over at the school, they are much more likely to work hard and cooperate. If parents badmouth the school, the students feel less inclined to do the things needed for their education.
Some level of social skills is needed to interact with the community. This is why jobs that interface with the public are paid more than, say, manufacturing.
When dealing with the community, I would think that an approachable personality that is inclined toward an open door policy would be a more effective school leader. Problems could be “nipped in the bud” and harmonious relationships restored faster if personalities did not get in the way. Further, if a school leader is proactive and approaches the community for help, often the community will be forthcoming. Kids will have great experiences and learn more.
Every time I walk through my childrens' school I see some of their friends who have been in our home many times. They wave at me and call my name or sometimes come over and give me a hug and talk for a minute. You can see a light come into their eyes when they see someone from “home” there in their school. They feel more comfortable and protected and safe. I think they think of the school more as an extension of “home” when they see me there. I wish this could be true of every child.
I want the community members to join with the professionals to take part in our shared responsibility for the education of our young people.