Curriculum Course Reflection: The Purpose of School

In this post I will be sharing my thoughts regarding the following prompt:

What are your philosophical beliefs about the purpose of school, about what subjects should be taught, and about how students learn? How does your work demonstrate your belief?

At then end of a course I just taught with a group of educators in my district called, "Creating Community for All Learners," I asked them to provide three words to describe their experience in the course. I then used Wordle to provide a visual for that experience that you see to the right. As I think about my philosophy about the purpose of school, I think those words are a pretty good representation of what I think school should be: Fun, creative, challenging, collaborative, exciting, interesting, enlightening.

I believe that the focus of school should be about learning how to learn, so that by the time a student graduates, they have the skills and passion to be a life-long learner. Students should be exposed to ideas that challenge and make them question. At times, they should be frustrated, as learning can be messy sometimes, but working through these problems and frustration will provide them skills to tackle the more difficult challenges of life.

Students should learn how to communicate effectively, collaborate and problem solve in Language Arts and Mathematics. They should learn Science so that they understand the difference between theory and fact, Social Studies so that they understand the importance of being an engaged member of society, a second language to understand cultural differences and improve their understanding of grammar in their native tongue, and music and art to enhance their humanity and make further connections with their learning. They should have the opportunity to infuse their passions into the study of these subjects, to "follow the rabbit hole" in each subject to see where it takes them, rather than study something "a mile wide and an inch deep."

They should be provided the opportunity to create new meaning in the subjects they study through inquiry and authentic projects that allow them to showcase their talents.

I believe my role as a technology integration specialist and educator, is that of a sherpa or guide to assist teachers and students as they connect their learning. I carry the tools that can help students problem solve, collaborate and communicate effectively beyond the walls of their classroom or school.

Teacher Leadership Development: Session 1-Mapping the Territory

Edina Public Schools has contracted with Dr. Jennifer York-Barr to work with staff on Teacher Leadership. During the 4 sessions, we will focus on:

1. Mapping the Territory-Lessons about Teacher Leadership
2. Engaging Adult Learners-Learning is Change
3. Mediating Peer Learning-Facilitating Peer Learning-Facilitation and Reflective Practice
4. Learning By Design-Structure is Your Friend

Part of the goal is to help plan for the coming 2011-2012 school year.

Today we were introduced to "chunks" for the learning series and for Dr. York-Barr to get an idea of our learning interests.

Grounding

We began by looking at each of the 4 topics above and shared which we were most interested in with a partner. We had to listen, paraphrase what the partner said, share our own ideas, and then plan what we would share with the main group. My partner and I saw "Engaging Adult Learners" as our key area of interest, as we observe teachers put up barriers when we approach sometimes, because they're plates are full and they are reluctant to learn something new.

We then paraphrased one another. This structure of "Grounding" allowed us to actively engage in the topic to help us focus on the learning we wanted to do. We also had choice, and based on the feedback we provided, gave us the opportunity to provide input on the outcome.

We were thinking about the topic, active, involved, listening, and we personalized our learning around the topic and then we had to collaborate and communicate back to the group, which lent a sense of accountability. This process allowed for all of us to participate. "Every Voice in the Room!" (She noted that even the most obstinate person will engage if people are 1 on 1, standing up and asked to engage.) People behave better with people they don't know as well.

She noted that having people different buildings interact

Dr. York-Barr said, "Buy-in gets compliance, but it doesn't get commitment!" We need teachers to be engaged and own the learning in order for it to be successful. To move the idea from outside the person to inside the person.

She then showed a model of engagement where people move from Expectation, to Participation, to understanding, connection, decision-making, ownership, Commitment to implementation to finally ongoing reflective practice with collegial support. This moves the concept from outside to inside.

Often today, new initiatives pop-up, and they don't move to buy in.

We then watched a video called Pulling it Together. (Great for Community Building)

System View of Professional Learning

Efficacy comes after people have attempted new practices and see the positive effects of change. When teachers are blaming children, we need to recognize that the teacher is discouraged and does not feel connected to helping them. As teacher leaders, our work is to support them. As a system, we need to build highly efficacious teachers.

In schools with high levels of efficacy, there is a higher level of trust.

Teacher expectation for student learning is the largest variable in student success.

One of my colleagues pointed out that in our job, we have a "hat" in District support, ongoing professional learning, teacher practices, curriculum, instruction, formative and summative assessment, student learning and achievement, and teacher efficacy.

She recommends that the more opportunities people can take on teacher leadership positions, the better prepared they will be to

Characteristics of Teacher Leaders:

• Competent and Credible- Leading from practice strength, interest and expertise
• Builds Relationships and Trust-Leading through influence, horizontally and vertically
• Initiator and Leaner
• Organizational Savvy

We then looked at York-Barr's 12 Lessons About Teacher Leadership as a jigsaw.

Structure and nurture intertwine to support engagement.