hickory ridge tarpon team
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Hickory Ridge Tarpon Team. Background Information. Student needs not met Reform efforts are unsuccessful Mounting problems between veteran and young teachers Teachers do not respect Principal Jim O’Connor. “The Problem”. Poisonous School Culture Lack of respect, collegiality, and trust - PowerPoint PPT PresentationTRANSCRIPT
Hickory Ridge
Tarpon Team
2
Student needs not met
Reform efforts are unsuccessful
Mounting problems between veteran and young teachers
Teachers do not respect Principal Jim O’Connor
Background Information
3
Poisonous School Culture
Lack of respect, collegiality, and trust
Veteran teachers are satisfied maintaining the status quo
Younger teachers are disillusioned
School cultural change is needed!
“The Problem”
4
Empower Principal O’Connor, help him gain respect and become an Instructional Leader
Build relationships between veteran and younger teachers (heal the wounds)
Professional Learning Communities (PLCs)
Professional Reading
The Plan for Change
5
No more micro-management, less authoritative behavior
“Teachers who fear their principal are likely to puppet desired
instructional practices without a deep understanding for the
reasons behind them; teachers that do not feel respected as
professionals are not likely to take advantage of a principal as an
instructional resource. (Graczewski, Knudson, & Holtzman,
2009)”
Instructional Leadership
6
Kardos, Johnson, Peske, Kauffman & Liu (2001) found exemplary principals exhibited the following traits:
◦ Visibility
◦ Encouragement
◦ Has high standards
◦ Sets clear expectations
◦ Is consistent with discipline, is supportive, and is collaborative
Instructional Leadership
7
New and veteran teachers must be brought together
Interaction, true mentoring, reflection, and exchange
Principal O’Connor must lead by example:
◦ Show passion
◦ Explain purpose
◦ Create meaning in assigned activities and tasks
Building Relationships
8
Mentoring: “learning from fellow teachers”
No distinction between new and veteran, everyone has something important to offer
Principal O’Connor should:◦ Attend meetings◦ Be involved in discussions◦ Provide support
Building Relationships
9
The Vision Statement isn’t very old, but needs to be revisited
Teachers can inspire and motivate each other
Collaboratively writing a vision statement can help teachers build relationships with one another
Relationship Building Activity: The Vision
10
This will involve several parties:◦ Teachers◦ Administrators◦ Parents◦ Community Leaders
Symbolic moment; a new beginning and a “shift in culture away from adversarial relationships toward collaboration”
Relationship Building Activity: The Vision
11
Professional Learning Communities
Do you work with the “Three Blind Mice?”
12
Two opposing sides exist:◦ Veteran teachers who possess experience and community
knowledge◦ Younger teachers who possess technological knowledge
The cycle of contention, arguing, and resentment must be broken; it is the only way forward
Professional Learning Communities
13
PLCs bring teachers together to discuss:◦ Instructional goals◦ Instructional practices◦ Concerns
Collegiality and Instructional Planning
Sharing isn’t good enough!
Teachers draw on each other’s strength and reduce barriers to learning
Professional Learning Communities
14
“Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline — and benefit student learning at the same time” (Carroll, 2009).
Professional Learning Communities
15
PLC implementation recommendations:
1. Time must be kept sacred2. Include deep discussions about planning, instruction,
and assessment3. Training for new faculty is essential4. Shared planning time during the school day is
recommended (Lujan & Day, 2009)
Professional Learning Communities
PLC Activity
17
Book clubs can be beneficial
Introduces new ideas into a school
Increases knowledge of new strategies and practices
Allows educators to debate in an open environment
Professional Reading
18
Teachers will sign up for book clubs of their choice
Another opportunity for veteran and newer teachers to work together
Further relationship building and meshing of the two groups into one
Professional Reading
19
Principal O’Connor transitions to instructional leader to begin immediately, will be an ongoing process
Relationship building via vision re-writing project to begin in one month and complete a month later
Mentoring pairings created over the next three months time, monitored monthly, changed yearly
Implementation Timeline
20
PLC training and implementation to begin in six months time, monthly monitoring
Professional reading book clubs to be introduced next school year, delay is to avoid overwhelming teachers
Implementation Timeline
21
Research-based reform initiatives
Sharing strengths◦ Knowledge of community and history of Hickory Ridge◦ Technology integration
Collegiality and open, honest communication
Community members and businesses more likely to provide support
Closing Thoughts
22
Principal O’Connor is the lynchpin
Organizational culture does not change immediately; instead it must change over time (Owens & Valesky, 2011)
Change will be sustainable and will live beyond when current members of the organization have gone their separate ways
Closing Thoughts
23
Questions for the Tarpons?
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Burbank, M., & Kauchak, D. (2010). Book clubs as professional development opportunities for preservice teacher candidates and practicing teachers: An exploratory study. The New Educator, 6(1), 56-73.
Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13. Retrieved from EBSCO MegaFILE database.
Cunningham, W., & Cordeiero, P. (2009). Educational leadership: a bridge to improved practice. (4th ed.). New York: Pearson.
References
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Flood, J., & Lapp, P. (1994). Teacher book clubs: Establishing literature discussion groups for teachers (issues and trends). The Reading Teacher, 47(7), 574–576.
Graczewski, C., Knudson, J., & Holtzman, D. (2009). Instructional leadership in practice: What does it look like, and what influence does it have?. Journal of Education for Students Placed at Risk, 14(1), 72-96.
Kardos, S., Johnson, S., Peske, H., Kauffman, D. & Liu, E. (2001) Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250-290.
References
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Lujan, N., & Day, B. (2009). Professional learning communities: Overcoming the roadblocks. Delta Kappa Gamma Bulletin, 76(2), 10-17. Retrieved from EBSCO MegaFILE database.
Méndez-Morse, S. (1993). Vision, change and leadership. Issues . . . About Change, 2(3), Southwest Educational Development Laboratory, Austin, TX.
Nelson, T., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. Clearing House, 83(5), 175-179.
References
27
Owens, R. G., & Valesky, T. C. (2011). Organizational behavior in education (10th Ed.). Upper Saddle River. Pearson Education, Inc.
Rebore, R.W. (2011). Human resources administration in education a management approach (9th Ed.). Upper Saddle River. Pearson Education, Inc.
Zuckerman, J. T. (2001). Veteran teacher transformations in a collaborative mentoring relationship. American Secondary Education, 29(4), 18-29.
References