Social Networking and Collaboration
The introduction of social networking sites to include Facebook in 2004, MySpace in 2003, You Tube in 2005, and Twitter in 2006, has given rise to followers interested in moving beyond inconsequential chatter toward meaningful collaboration. Technological advances impart to education virtual environments resulting in both productive associations, as well as, caustic controversy. Virtual networking between and among learners, present and in the future, hang in the balance between the words and works of leadership. Although leaders recognize the value of social networking for collaboration, public schools typically block computers connections to the sites. Many principals see social networking and use of other Web 2.0 technology as the “wave” of the future and recognize the importance of incorporating these tools into classroom instruction, yet many principals are behind in their use of technology (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010).
Thesis Development and Purpose
Through a mixed method research study conducted by edWeb.net, IESD, Inc., MMS Education, and MCH, Inc. conducted a collaborative multi-phased endeavor to understand the disconnect between this dichotomy (2010). Educational leaders are represented by two distinct positions toward enterprising technologies for professional collaboration. The pictures paint a varied view of their confidence in integrating Web 2.0 technologies during the school day in spite of their personal beliefs. On one hand, administrators surveyed reveal over 50% value social networking is valuable to education (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010). But then, school-based policies ban access to Facebook, MySpace, You Tube, and/or Twitter, while students with smart technologies often bypassed these web-based restrictions through mobile devices. It is possible that through clarifying rules, roles, and responsibilities, teachers may achieve the envisioned outcomes for professional learning through online collaboration with professional associations. First and foremost, specified procedures and pre-established norms of engagement for standard practice are necessities for participation in enterprising 2.0 communications. These systems serve to structure learning, protect liability, and limited resources of time and money. Teachers and students together increase in skills and efficiency through learning how best to access and apply new information.
Analysis of the Trends in Participation
A Swahili proverb says, “If you want to go fast, go alone. If you want to go far, go together.” This adage is especially significant in educational circles where 21st century teachers are compelled to focus energies on propelling student achievement (Dimauro, 2011). Professional motivation dynamics for leaders to consider are vast. Census data from 2000 revealed baby boomer teacher retiring from the classroom during the 2011/2012 school year (United States Census, 2000). Motivations for learning diverge from the baby boomer teacher to the drive of the emergent teacher. Furthermore, motivation for learning through collaborative technologies broadens the disparity. Aligning compatible goals and objectives based on professional fortes aid in differentiating readiness levels for the application of collaborative technologies. Consideration for the shift in age and years of educational experience provides baseline data in which to prepare support plans for professional learning and development. Effective strategies to facilitate the use of social networking among current teachers include processes and policies for building positive relations both face-to-face and online. Future improvements in technology
Certainly social networking presents a unique opportunity to both initiate and sustain dialogue on a wide range of topics impacting student achievement. In some cases, the absence of face-to-face confrontation may also result in a richer, more open exploration of others' viewpoints (Reason, 2011, p. 4). The impetus is to impartially examine the themes encircling the practice of collaboration through enterprising technologies with mid-career professionals, recent college graduates, through the baby boomer teachers. To discuss social networking as a form of collaboration, educational leaders have an obligation to weigh the consequences with the compensations. As of this writing, the most popular social networking sites for collaboration with alternative certification educators, online assessors, and retired teacher mentors are (1) Wiki Pages, (2) Quia Web, (3) Google Docs, and (4) Delicious Bookmarking. Social networking situations allow for interactions to be as frequent as mutually agreeable to the parties involved (Reason, 2011, p. 1). Collaboration is focused on applying research-based pedagogical instructional practice with student gains in learning as its most significant outcome. Using this focus as a basis for the application of enterprising 2.0 technologies for collaborative interactions allows for the application of social networking technology as a means to impart information, research, results, and pre-professional teaching experiences in which to best prepare the aspiring and emergent teacher (Fowler, 2011). With 61% of the educators responding to a survey that they have joined one or more social networks (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010, p. 14) reveals a level of apprehension that must be addressed. Younger educators are reported to have the more experience with social networking sites, when compared to the seasoned educator. With younger educators moving up the leadership ranks rising, the role of technology will continue to increase the efficacy of use. “The advent of Web 2.0 and online social networking tools has enhanced communications capabilities and at the same time has challenged traditional ideas about privacy and ethical conduct” (Fougler & Ewbank, Kay, Popp, & Carter, 2009, p.3). Initial concerned about educators mixing personal and professional communications may diminish with discernment and focused emphasis on learning, engagement, and collaboration.
• Lack of time. About half of the principals mentioned lack of time—for
setting up the system, for monitoring activity on a regular basis, and for
professional development and practice, etc.—as one of the barriers to
Most of the principals reported use of general purpose social networking sites,
and most mentioned some use of education-related social networking sites.
• Specific general purpose sites included Facebook (mentioned by most
of the participants), Twitter, MySpace, and LinkedIn.
• Education-related social networking sites included sites specifically for
principals; sites sponsored by a national education-related organization
(e.g., ASCD, What Works, National School Leadership Network);
sites related to professional development external to the district
(e.g., Technology Academy, Certification for National Principal Center
Mentoring); sites administered and/or sponsored by the district; and
sites maintained or used by local teachers.
Principals made a distinction between their use of the most popular site,
Facebook, and other professionally-oriented sites. Facebook was most
often used to connect
What are the advantages/disadvantages of using social networking?
Uses of Social Networking in Local Schools/Districts
“Parents and the school must undertake the same responsibility for education and for supervision in this area that we have undertaken in other arenas” (Branch, 2006, p.1).
Since then, I’ve seen technology grow to include things like Instant Messaging, personal websites, texting, Skype, webcams, and the more recent catch-all of “Social Networking.” None of these things ever held much interest for me, because for any of them to be relevant there had to be other people you wanted to communicate with in some fashion. They provide both one-to-one, one-to-many and many-to-many interactions, much of which was extraneous when I was just me. There were exceptions.
Analysis of the trends in participation of different generational groups.
Content analyzes trends in social networking of different generational groups. Predictions based upon trends are provided. Trends and predictions are supported with current research. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Future improvements in technology
Content explores future improvements in technology. Specific ramifications for the field of education are provided. Trends and implications are supported with current research. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
References
Branch, P. (2006). Footprints in the digital sand (White Paper). Retrieved from EBSCOhost:
Branch, P. (2006). Footprints in the digital sand (White Paper). Retrieved from EBSCOhost:
Children’s Education Council of Missouri. (2011). Teacher tenure, pay reform supported in House Committee (House Bill 628). Retrieved from Children’s Education Council of Missouri: http://www.cec-mo.org/missouri-legislation/teacher-tenure-pay-reform-supported
Dimauro, V. (2011, June). Using online communities in professional associations (Issue Brief Vol. 15, Iss. 4). Retrieved from Special Library Associations: http://www.sla.org/io/2011/06/1009.cfm
Downey, M. (2009, November 29). Teacher absences: Are they excessive and do they hurt students? [News Blog]. ajc. Retrieved from http://blogs.ajc.com/get-schooled-blog/2009/11/29/teacher-absences-are-they-excessive-and-do-they-hurt-students/?cxntfid=blogs_get_schooled_blog
EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc. (2010). School principals and social networking in education: Practices, policies, and realities in 2010 (White Paper). Retrieved from Education Week: http://www.edweek.org/dd/articles/2010/10/20/01bits-social.h04.html
Everette-Haynes, L. M. (2010, April 21). Pilot program maximizes classroom time for future teachers (Annual Report ). Retrieved from : : .
Everette-Haynes, L. M. (2010, April 21). Pilot program maximizes classroom time for future teachers (Issue Brief). Retrieved from University of Arizona: http://ncrve.berkeley.edu/AllInOne/MDS-812.html
Fowler, C. M. (2011). Collaboration during the school day. Retrieved from http://gcu.edu
Fullan, M. (1999). Change forces: The sequel. New York, NY: Routledge Falmer, Taylor & Francis Group.
Fullan, M. (2011). Change leader: Learning to do what matters most. San Francisco, CA: Jossey-Bass.
Gladwell, M. (2002). The Tipping Point. New York, NY: Little, Brown and Company Hachette Book Group, Inc.
Governor Scott signs Student Success Act. (2011, March 24). The Office of the 45th Governor of Florida. Retrieved from http://www.flgov.com/2011/03/24/governor-scott-signs-student-success-act/
Gratton, L., & Erickson, T. (2007, November 13). Eight ways to build collaborative teams [Periodical]. Harvard Business Review. Retrieved from http://hbr.org
H.R. Doc. No. United States Census 2000 at (2000).
Howard, S., & Johnson, B. (2002, December). Resilient teachers: Resisting stress and burnout (White Paper University of South Australia HOW02342). Retrieved from The Association for Active Educational Researchers website: http://www.aare.edu.au/02pap/abs02.htm#02342
Little, J. W., Erbstein, N., & Walker, L. (1996, September). High school restructuring and vocational reform: The question of “Fit” in two schools (Annual Report MDS No. 812). Retrieved from The Regents of the University of California c/o National Center for Research in Vocational Education: http://ncrve.berkeley.edu/AllInOne/MDS-812.html
National Center for Education Statistics. (2008). Federal on-budget funds for education, by level/educational purpose, agency, and program: Selected fiscal years, 1970 through 2008 (065-000-00958-7). Washington, DC: U.S. Government Printing Office.
Noonan, P. (2008). Breaking through the barriers of time: How to find time to support struggling students. In (Ed.), The Collaborative Administrator (pp. 158-178). [Solution Tree]. Retrieved from http://gcu.edu
Reason, C. (2011). Technology and generations. Retrieved from http://angel04.gcu.edu/AngelUploads/Content/EDL805_LOR/_
Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development.
University of Arizona. (2010). http://uanews.org/node/31396
Zykanoy, S. (2010). Professional Learning Communities in elementary schools and how technologies are utilized (Doctoral dissertation). Retrieved from Dissertations & Theses: The Humanities and Social Sciences Collection.(Publication No. AAT 3442087).
Sunday
Leadership and the Development of Collaboration
Leadership and the Development of Collaboration
Developing teacher leadership is central to supporting and sustaining professional learning in an ever-changing global environment. It is the responsibility of school principals to establish processes of communication thereby promoting a collaborative culture among members. In the Change Leader, Michael Fullan exhorts leaders to create nurturing environments for their followers and holds the leadership accountable for promoting and sustaining professional development (2011). The aspiring teacher leader begins to cultivate the knowledge, attitudes, skills, aspirations, and beliefs of effective leadership qualities. According to Yves Gagnon, in his book entitled The Case Study as Research Method, explains simply that human and social systems are complex, therefore leaders need an in-depth understanding of the interpretations of the actions and reactions with and between team members (2010). Interestingly, the knowledge, skills, and abilities desirable for empathizing with the human workings are not often addressed in teacher leadership development programs. Not to discount or demonstrate lack of respect for the myriad of decision-making expertise essential for operating a million dollar organization, however, this paper will identify the soft skills of leadership.
Introduction Enterprising innovation for collaboration necessitates professional alliances established upon trust, teamwork, and timely feedback amongst educators is eminent. This paper articulates specific teacher leadership behaviors, notably identified with gains in student learning, through continual cooperative corroboration between colleagues. Teacher leadership behaviors, thereby promoting collaboration, is defined by (a) what it looks-like, (b) sounds-like, and (c) feels-like within the workplace is verified through authoritative research, case studies, and well-established theories.
Teacher Leadership Importance to Collaboration
Within any given school day, there are problems, unanticipated issues, accidents, and/or untimely administrative observations. These occurrences add additional undo stress upon the teacher, who is additionally responsible for meeting standards, timelines, and deadlines. Teacher leaders serve as a safeguard for the teacher caught between the problems at hand and an opportunity for an improved performance. The teacher leader serves as the benchmark for novice teachers to direct their progress. The teacher leader appears prepared, professional, and always approachable when support is needed. There is the understanding that all teachers need support in one area or another, but this does not presume helplessness, and the teacher leader is not the know all of all. Teachers, infamous for answers, discover educational advancement arriving through inquiry. From effective teaching to teacher leadership, learning is centered on identifying which essential questions raised (Reason & Reason, 2007). Considering the examples of leadership roles within the curriculum development versus the establishment of standards. Administrators focusing on the schedules do not allow teachers opportunities to collaborate on topics, just those significant to the needs of the student. The development of curriculum, as well as, the time invested in selecting one curriculum over another. Voting on district curriculum takes several months of examination and analysis, while taking even more years to develop. Unwrapping the standards through collaboration and inquiry is only viable option for education professionals.
Leadership as Collaborator
Inquiry within the framework of educational standards represents the pathway toward establishing rapport leading towards authentic collaboration between colleagues. The influence of inquiry is reliant upon the extent that trust and respect is present between members. Without it, superficial questions will shadow the essential ones. As few would chance ridicule or rebuke that may occur when soliciting an unpopular inquiry.
Another misconception of the teaching profession is to “fake it, until you make it.” Why is it that in education students learn collaboratively, but educators do not? Is it that educators are guaranteed clients year after year that they do not feel that they need to engage in professional learning? Are teachers insecure about areas of weakness and do not trust colleagues/leaders with their vulnerabilities? As cited by Richard Sagor, Judith Warren Little initiated studied in the 1980’s of the characteristics surrounding effective work cultures. Summarizing Little’s research findings included common characteristics distinguishing effective work cultures as collegiality, collaboration, and professional learning were (Sagor, 1992). Learning through collegial collaboration is present in various service vocations. For instance, shadow a doctor, lawyer, engineer, or architect for a day and notice collegial associations and inquiries are the norm (Sagor, 1992). Mike Mattos demonstrates the urgency for educational collaboration in an effort to establish the interventions considered necessary to revive the unconventional learner from a life of dependency. Students struggling to pass standardized assessments, experience test anxiety, or bored in the classroom may not make it to graduation. Sagor compares the classroom teacher to an egg in an egg crate, safely nested, isolated and cut off (Sagor, 1992). Teachers are social with most of the interactions demonstrating the characteristics of Little’s ineffective collaboration (Reason, 2011). The solution is found within each teacher who is empowered to take risks, make mistakes, and learn from them. This identifies what teacher leadership sounds like in a collaborative setting.
Conclusion
Above all, contemporary research identifies the significance of developing trust between colleagues has upon promoting collaborative innovations. The aspiration for collaboration is to link past practices with present progress for the sole purpose of propelling students and teachers to achieve.
References
Fullan, M. (2011). Change Leader. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Gagnon, Y. C. (2010). The Case Study as Research Method A Practical Handbook. Quebec, Canada: Presses de l’Universite’ du Quebec.
Mattos, M. (2008). The Collaborative Administrator. Walk the 'lign: Aligning school practices with essential PLC characteristics. Bloomington, IN: Solution Tree Press.
Reason, C. & Reason, L. (2007, September). Asking the Right Questions. Educational Leadership, 65(1) 36-40, located at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27213652&site=ehost-live&scope=site
Sagor, R. (1992). Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development.
Developing teacher leadership is central to supporting and sustaining professional learning in an ever-changing global environment. It is the responsibility of school principals to establish processes of communication thereby promoting a collaborative culture among members. In the Change Leader, Michael Fullan exhorts leaders to create nurturing environments for their followers and holds the leadership accountable for promoting and sustaining professional development (2011). The aspiring teacher leader begins to cultivate the knowledge, attitudes, skills, aspirations, and beliefs of effective leadership qualities. According to Yves Gagnon, in his book entitled The Case Study as Research Method, explains simply that human and social systems are complex, therefore leaders need an in-depth understanding of the interpretations of the actions and reactions with and between team members (2010). Interestingly, the knowledge, skills, and abilities desirable for empathizing with the human workings are not often addressed in teacher leadership development programs. Not to discount or demonstrate lack of respect for the myriad of decision-making expertise essential for operating a million dollar organization, however, this paper will identify the soft skills of leadership.
Introduction Enterprising innovation for collaboration necessitates professional alliances established upon trust, teamwork, and timely feedback amongst educators is eminent. This paper articulates specific teacher leadership behaviors, notably identified with gains in student learning, through continual cooperative corroboration between colleagues. Teacher leadership behaviors, thereby promoting collaboration, is defined by (a) what it looks-like, (b) sounds-like, and (c) feels-like within the workplace is verified through authoritative research, case studies, and well-established theories.
Teacher Leadership Importance to Collaboration
Within any given school day, there are problems, unanticipated issues, accidents, and/or untimely administrative observations. These occurrences add additional undo stress upon the teacher, who is additionally responsible for meeting standards, timelines, and deadlines. Teacher leaders serve as a safeguard for the teacher caught between the problems at hand and an opportunity for an improved performance. The teacher leader serves as the benchmark for novice teachers to direct their progress. The teacher leader appears prepared, professional, and always approachable when support is needed. There is the understanding that all teachers need support in one area or another, but this does not presume helplessness, and the teacher leader is not the know all of all. Teachers, infamous for answers, discover educational advancement arriving through inquiry. From effective teaching to teacher leadership, learning is centered on identifying which essential questions raised (Reason & Reason, 2007). Considering the examples of leadership roles within the curriculum development versus the establishment of standards. Administrators focusing on the schedules do not allow teachers opportunities to collaborate on topics, just those significant to the needs of the student. The development of curriculum, as well as, the time invested in selecting one curriculum over another. Voting on district curriculum takes several months of examination and analysis, while taking even more years to develop. Unwrapping the standards through collaboration and inquiry is only viable option for education professionals.
Leadership as Collaborator
Inquiry within the framework of educational standards represents the pathway toward establishing rapport leading towards authentic collaboration between colleagues. The influence of inquiry is reliant upon the extent that trust and respect is present between members. Without it, superficial questions will shadow the essential ones. As few would chance ridicule or rebuke that may occur when soliciting an unpopular inquiry.
Another misconception of the teaching profession is to “fake it, until you make it.” Why is it that in education students learn collaboratively, but educators do not? Is it that educators are guaranteed clients year after year that they do not feel that they need to engage in professional learning? Are teachers insecure about areas of weakness and do not trust colleagues/leaders with their vulnerabilities? As cited by Richard Sagor, Judith Warren Little initiated studied in the 1980’s of the characteristics surrounding effective work cultures. Summarizing Little’s research findings included common characteristics distinguishing effective work cultures as collegiality, collaboration, and professional learning were (Sagor, 1992). Learning through collegial collaboration is present in various service vocations. For instance, shadow a doctor, lawyer, engineer, or architect for a day and notice collegial associations and inquiries are the norm (Sagor, 1992). Mike Mattos demonstrates the urgency for educational collaboration in an effort to establish the interventions considered necessary to revive the unconventional learner from a life of dependency. Students struggling to pass standardized assessments, experience test anxiety, or bored in the classroom may not make it to graduation. Sagor compares the classroom teacher to an egg in an egg crate, safely nested, isolated and cut off (Sagor, 1992). Teachers are social with most of the interactions demonstrating the characteristics of Little’s ineffective collaboration (Reason, 2011). The solution is found within each teacher who is empowered to take risks, make mistakes, and learn from them. This identifies what teacher leadership sounds like in a collaborative setting.
Conclusion
Above all, contemporary research identifies the significance of developing trust between colleagues has upon promoting collaborative innovations. The aspiration for collaboration is to link past practices with present progress for the sole purpose of propelling students and teachers to achieve.
References
Fullan, M. (2011). Change Leader. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Gagnon, Y. C. (2010). The Case Study as Research Method A Practical Handbook. Quebec, Canada: Presses de l’Universite’ du Quebec.
Mattos, M. (2008). The Collaborative Administrator. Walk the 'lign: Aligning school practices with essential PLC characteristics. Bloomington, IN: Solution Tree Press.
Reason, C. & Reason, L. (2007, September). Asking the Right Questions. Educational Leadership, 65(1) 36-40, located at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27213652&site=ehost-live&scope=site
Sagor, R. (1992). Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development.
Contemporary School Reform and Organizational Learning
Contemporary School Reform and Organizational Learning
Very few topics command as much attention within contemporary school reform measures as staff development and deep organizational learning. New evidence on the results of the leadership’s response to accountability measures through school reform exposes a lack of teacher motivation and inadequate results on student performance (Bruns, Filmer, & Patrinos, 2011). Professional practice within the schools require (1) a commitment to learning, (2) the ability to make complicated decisions, (3) reflective practice, and (4) a professional knowledge base (Eggen & Kauchak, 2006). If teaching is to be perceived as a profession in the sense that medicine and law are, teachers must be provided an opportunity to learn and apply best practices with the support of accomplished colleagues and instructional leaders superseding the “learn or else” approach (Jonson, 2002). This paper will unveil essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education. The investigation on school reform begins with the theoretical understanding of the construction of knowledge and the potential detriment school’s face when the fear factor predominates the process.
“Learn or Else” Mindset
The construction of knowledge, when properly understood, is never-ending, although in K-12 education the focus is often on short-term results (Seifert & Sutton, 2009). For the teacher and student, knowledge is constructed both cognitively and socially. Cognition involves individual processes associated through the connection of prior knowledge with new information (Eggen & Kauchak, 2006). Administrative mindfulness of teacher preparation, years of experience, and background knowledge must be present for educators to emerge as accomplished practitioners. Within the schools are meager portrayals of the social construction of knowledge as PLCs (Professional Learning Communities) demonstrate virtually none of the elements that characterizes them as such (DuFour, DuFour, & Eaker, 2008). NCLB (No Child Left Behind), the legislative reform monitoring professional accountability through annual gains in student learning, did little to bring teachers together as a community of learners. The failure of NCLB to move student achievement was not with the mandate itself, but the didactic response to it. Educational leaders sought to meet gains in learning at each level of K-12 education, replacing role-play, discovery learning, and authentic engagement with workbooks and test preparation strategies. The emphasis was on quick fixes conveying immediate results and was not on developing the whole child (DuFour et al., 2008). Constructing knowledge through social interaction and cognitive development requires time to evidence and may be difficult to measure. The realities of ten years of accountability reform, many leaders sought what best for the school, instead of how best the student and the teacher learn. Telling is not teaching, understanding does not come by rote, and experience is the best teacher. Brain research and its implication of learning is well-defined, and without consideration of its findings will halt organizational learning in its tracks (Reason, 2010).
Continuous Improvement: Beneficial or Detrimental?
The question of whether continuous improvement is beneficial or detrimental rests on the leader’s ability to manage the limiting forces of growth successfully. When Jeffrey Liker teaches about The Toyota Way, he begins with the two key principles for a successful organization (1) the importance of continuous improvement, and (2) the significance of respect for people (2004). The organization to embrace these principles, as its norms for engagement, will realize profound organizational change (Senge, Kleiner, Roberts, Ross, Roth, & Smith, 1999). Challenges within education arise with every new initiative. The key to addressing new programs, projects, and proposals is knowing when to call a time out, slow down, and schedule old-fashioned face-to-face communication (Senge et al., 1999).
Overcome Ineffective Mindsets
The leader’s ability to overcome ineffective mindsets will serve to reestablish fragmented interactions and provide opportunities to demonstrate respect for the work of educators. Many teachers lack motivation because of the uncertain connection between their efforts and student achievement. Teachers halfheartedly apply the strategies and techniques of teaching because the research and the practices forced upon them appear insignificant when compared to student performance measures (Robbins, 2003). When leaders humble themselves by developing open discourse with their teachers, they may discover the solution to student achievement lies within the teacher’s realm of influence, not their realm of power and domination over their interpretation of student achievement.
Conclusion
Just as a carpenter cannot solve every problem with a hammer, or a doctor cure cancer with a new drug, a principal cannot fix education with a ‘learn or else’ mindset. There are no shortcuts to organizational success. Just as a dentist fixing one cavity will not prevent another tooth from decaying, achievement gains in learning through education reform measures will not produce long-term change. NCLB and the latest ‘pay for performance’ measures will not empower teachers to encourage student gains in learning. Teachers did not choose education for the reward of financial riches. For the most part, it was and is the intangible reward gained through imparting knowledge and the habits of mind of compassionate citizenship. There exist no single idea for turning the mediocre teacher into an effective one, or turning around poorly managed school (Robbins, 2003). The essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education is continuous learning in an environment that embraces change and demonstrates respect (Liker, 2004).
References
Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making Schools Work. Washington, DC: The International Bank for Reconstruction and Development/The New World Bank.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at work. Bloomington, IN: Solution Tree Press.
Eggen, P. D., & Kauchak, D. (2006). Educational Psychology. In Educational Psychology (7th ed., Ch. 1). Dallas, TX: Perarson Publications.
Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press, Inc. A Sage Publication.
Liker, J. K. (2004). The Toyota way. Two Penn Plaza, NY: The McGraw-Hill Companies.
Reason, C. (2010). Leading a learning organization: The science of working with others. Bloomington, IN: Solution Tree Press.
Robbins, S. P. (2003). The truth about managing people . . . And nothing but the truth. Upper Saddle River, NJ: Pearson Hall.
Seifert, K., & Sutton, R. (2009). Educational Psychology [iBook]. doi: 9781257383993
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). A fifth discipline resource: The dance of change (1st ed.). New York, NY: Doubleday.
Very few topics command as much attention within contemporary school reform measures as staff development and deep organizational learning. New evidence on the results of the leadership’s response to accountability measures through school reform exposes a lack of teacher motivation and inadequate results on student performance (Bruns, Filmer, & Patrinos, 2011). Professional practice within the schools require (1) a commitment to learning, (2) the ability to make complicated decisions, (3) reflective practice, and (4) a professional knowledge base (Eggen & Kauchak, 2006). If teaching is to be perceived as a profession in the sense that medicine and law are, teachers must be provided an opportunity to learn and apply best practices with the support of accomplished colleagues and instructional leaders superseding the “learn or else” approach (Jonson, 2002). This paper will unveil essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education. The investigation on school reform begins with the theoretical understanding of the construction of knowledge and the potential detriment school’s face when the fear factor predominates the process.
“Learn or Else” Mindset
The construction of knowledge, when properly understood, is never-ending, although in K-12 education the focus is often on short-term results (Seifert & Sutton, 2009). For the teacher and student, knowledge is constructed both cognitively and socially. Cognition involves individual processes associated through the connection of prior knowledge with new information (Eggen & Kauchak, 2006). Administrative mindfulness of teacher preparation, years of experience, and background knowledge must be present for educators to emerge as accomplished practitioners. Within the schools are meager portrayals of the social construction of knowledge as PLCs (Professional Learning Communities) demonstrate virtually none of the elements that characterizes them as such (DuFour, DuFour, & Eaker, 2008). NCLB (No Child Left Behind), the legislative reform monitoring professional accountability through annual gains in student learning, did little to bring teachers together as a community of learners. The failure of NCLB to move student achievement was not with the mandate itself, but the didactic response to it. Educational leaders sought to meet gains in learning at each level of K-12 education, replacing role-play, discovery learning, and authentic engagement with workbooks and test preparation strategies. The emphasis was on quick fixes conveying immediate results and was not on developing the whole child (DuFour et al., 2008). Constructing knowledge through social interaction and cognitive development requires time to evidence and may be difficult to measure. The realities of ten years of accountability reform, many leaders sought what best for the school, instead of how best the student and the teacher learn. Telling is not teaching, understanding does not come by rote, and experience is the best teacher. Brain research and its implication of learning is well-defined, and without consideration of its findings will halt organizational learning in its tracks (Reason, 2010).
Continuous Improvement: Beneficial or Detrimental?
The question of whether continuous improvement is beneficial or detrimental rests on the leader’s ability to manage the limiting forces of growth successfully. When Jeffrey Liker teaches about The Toyota Way, he begins with the two key principles for a successful organization (1) the importance of continuous improvement, and (2) the significance of respect for people (2004). The organization to embrace these principles, as its norms for engagement, will realize profound organizational change (Senge, Kleiner, Roberts, Ross, Roth, & Smith, 1999). Challenges within education arise with every new initiative. The key to addressing new programs, projects, and proposals is knowing when to call a time out, slow down, and schedule old-fashioned face-to-face communication (Senge et al., 1999).
Overcome Ineffective Mindsets
The leader’s ability to overcome ineffective mindsets will serve to reestablish fragmented interactions and provide opportunities to demonstrate respect for the work of educators. Many teachers lack motivation because of the uncertain connection between their efforts and student achievement. Teachers halfheartedly apply the strategies and techniques of teaching because the research and the practices forced upon them appear insignificant when compared to student performance measures (Robbins, 2003). When leaders humble themselves by developing open discourse with their teachers, they may discover the solution to student achievement lies within the teacher’s realm of influence, not their realm of power and domination over their interpretation of student achievement.
Conclusion
Just as a carpenter cannot solve every problem with a hammer, or a doctor cure cancer with a new drug, a principal cannot fix education with a ‘learn or else’ mindset. There are no shortcuts to organizational success. Just as a dentist fixing one cavity will not prevent another tooth from decaying, achievement gains in learning through education reform measures will not produce long-term change. NCLB and the latest ‘pay for performance’ measures will not empower teachers to encourage student gains in learning. Teachers did not choose education for the reward of financial riches. For the most part, it was and is the intangible reward gained through imparting knowledge and the habits of mind of compassionate citizenship. There exist no single idea for turning the mediocre teacher into an effective one, or turning around poorly managed school (Robbins, 2003). The essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education is continuous learning in an environment that embraces change and demonstrates respect (Liker, 2004).
References
Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making Schools Work. Washington, DC: The International Bank for Reconstruction and Development/The New World Bank.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at work. Bloomington, IN: Solution Tree Press.
Eggen, P. D., & Kauchak, D. (2006). Educational Psychology. In Educational Psychology (7th ed., Ch. 1). Dallas, TX: Perarson Publications.
Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press, Inc. A Sage Publication.
Liker, J. K. (2004). The Toyota way. Two Penn Plaza, NY: The McGraw-Hill Companies.
Reason, C. (2010). Leading a learning organization: The science of working with others. Bloomington, IN: Solution Tree Press.
Robbins, S. P. (2003). The truth about managing people . . . And nothing but the truth. Upper Saddle River, NJ: Pearson Hall.
Seifert, K., & Sutton, R. (2009). Educational Psychology [iBook]. doi: 9781257383993
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). A fifth discipline resource: The dance of change (1st ed.). New York, NY: Doubleday.
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