I think I have mastered being a Stage 1 Leader. I can model instructional strategies for improved student learning (pg.25), I know my research-informed best practices (pg. 29), I can write up a mean lesson plan, I know how to effectively use technology (pg. 27), I can help others improve needed areas of their teaching (pg. 27). But when it comes to Stage 2: engaging others to collaborate effectively in their pedagogy, consistently dialogue about researched informed instructional practices, of any of the other areas, I fall flat on my face. I get a complete lack of engagement from my colleagues and lots of uh-huh's. I am at a loss of how to help them see the importance. I am certain that it is my tact that I am taking that is the primary issue, it must be, because certainly they must see the need for improved practices, the benefit of collaborative reflection, subject-based professional development.
I was the science dept. head for five years, the first two or three years I was at a loss for what I was supposed to be doing, I was told just be a go-between for your dept. and administration. Then I started to realize (thank you Anita) that we should be working together as a dept. on how to implement effective science practices and staying on top of what's happening in our subject area. But as I mentioned, most weren't interested, most wanted to talk about struggles with specific students and with administration. None really wanted to "add more" onto what was already expected of them.
I've had minor successes of providing opportunities for teachers to build their knowledge and skills, but collaborative site based professional development would be fantastic. Or knowing even, that every S(cience)TEM teacher in our district were properly using tools such as the Benchmarks or Science Matters or had read "Ready, Set, Science!", or was an NSTA and MSTA member. What a great feeling to know that every student had a teacher that was up on all the foundational resources of STEM education?
I think I'm the only staff member who is an NSTA member in our district. I've been leading the charge in my school for so long that I thought it would be interesting to see what would happen during an in-service on curriculum mapping while I was "away" at the MSTA conference. I left a sample of part of the grade 7 map and instructions on how to modify what we had already done to conform to a new map template. Sure enough, the 7th grade map was untouched when I returned (but gratitude was expressed), and our newest grade 8 teacher who is very much interested in standards-based curricula talked everyone else through the map adjustment, filling my usual role. We are doing a bit better with book groups, maybe because my colleagues can earn contact hours or be paid for meeting after school. Small victories.
ReplyDelete-Ann Putney
I can relate Diana - you need help carving this path and there is plenty of stuff in the way to make you want to give up. You have been doing this awhile, you know how very important it is for our students, you are learning all the time what effective STEM teaching and learning is all about. You need others, though. Does your district/school have goals and a plan of action for STEM/NGSS yet? How have they empowered you to carry it out? I ask these questions because it's what I see, too, is needed in my district as we move forward.
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