The Value of Innovative Leadership

In the past year, I've come to appreciate the role of administration in guiding a school/district towards success. I'd like to expand on that thought by describing some observations from a couple schools. (I suppose this could be titled "the tale of two schools".) The schools are in two different states, but work with a similar demographic. 

In one school, I observed that the leadership was innovative, and encouraged teachers to be creative with their students, while still maintaining accountability. The leadership was deeply involved in the district/school initiatives and active in collaborating with the teachers to meet goals. The culture was very much one that embraced an unstated motto of, "Why not?" They were allowed access to social media and were learning how to use it. I had the opportunity to meet the majority of the staff, and they were positive and determined to do what's best for their students.

My observations in the other school were dramatically different. I did not meet any admin, so I have no first hand knowledge of them and their philosophies. The teachers were on strict schedules, with very little technology access, much less application in the classroom. Most of the tech access was devoured by a myriad of testing batteries, which took place throughout the school year. I was also informed that all of their PD time was completely booked by massive district initiatives. (They were even considering requiring Saturdays for teachers to complete those!) These teachers were easily discouraged. It was difficult to persuade them to try new and meaningful products with their students, and most were leaning towards creating very traditional assessment tools.

It will probably be no surprise to you to learn that the first district, the one that fostered innovation, is the district that had closed achievement gaps in their testing! Meanwhile, the other district is still searching for answers. Part of my growth, as a professional, has been to identify the qualities of leaders that empower their people to succeed. Some of these qualities include having high expectations, while also allowing their employees to innovate. I'm sure that this culture of trust and growth must be built thoughtfully - it doesn't happen overnight.

How can we be these types of leaders in our own classrooms? How can we balance students engagement with rigor? How can we empower our students to own their learning?

The role of modeling in the inquiry process

This week, I facilitated a PBL 101 for a group of middle school teachers in Tennessee. The strength of this group was defined by their diversity. They represented almost all of the "subjects" taught in American schools today: traditional content and applied arts alike. Their different perspectives and commitment to learning created incredibly robust conversations around PBL philosophies. One of the best discussions was about building a culture of inquiry in a classroom. The teachers wrestled with the boundaries that they put on students and how it might impact their learning. Specifically, they discussed the delicate way to incorporate modeling in the classroom.

Modeling is a huge part of our teacher preparatory classes in college. When a supervisor observes you in the classroom, modeling tends to be one of the skills that they expect you to demonstrate. We are taught that it makes students feel safe, and the learning go more smoothly. Those two statements are certainly true, but is the best way to prepare our students to take on challenges that life presents? Sure, my parents modeled what it means to be a supportive parent, and faithful spouse. However, no one is there to walk me through the problem solving process that is a screaming 18 month old.

What these teachers concluded is, "Model the process, not the product." It's so easy to show our students how to create that sculpture, or to make their poem flow on the first try. When we model the product, our students tend to focus on the product, and it often becomes a representation of how well they can replicate our teaching. Learning is messy, and can be difficult. We should guide our students to ask thoughtful questions, to be discerning in their research, and to be tenacious as their possible solutions fail - until they find success.

As I reflect on the role of modeling in inquiry based learning, I am committed to finding ways to improve my own practice as a professional development facilitator. I want for educators in my workshops to walk away with deeper and more authentic learning. I wonder how often their products look like mine, rather than creating learning that is both meaningful and sustainable.

New Beginnings

Well, hey there! This is my third (or fourth) iteration of blogging, and we'll see how long I can keep this one going. In the past year, I've had the fantastic opportunity to facilitate professional development workshops around the country. Through my travels, I always encounter passionate and inspirational teachers. (Seriously, I believe that the education profession attracts the best of what is human.) These educators often challenge me with new ideas, and I need a place to reflect as I grow in my own practice. I preach to teachers that they need to be intentional: in creating culture, in developing and assessing their students; and in their relationships. Wouldn't it be appropriate if I were to be intentional in my own reflections? That's where this blog comes in...