Find strength in numbers
March 30 2009 by 
Hayes Mizell
It's easy to talk about moving from traditional but unproductive staff development to collegial and effective professional learning. It is much more difficult to actually make the transition. Who will provide the leadership for casting off the old and embracing the new? If the burden falls on individual educators, primarily classroom teachers, more effective modes of professional development will be a long time coming. Most teachers will not risk questioning the decisions and practices of those in authority over them. They know all too well there is often a price to pay.
An alternative is for teachers to take initiative as a small group. They may be members of an existing team, department, or grade level. The teachers need not directly challenge existing forms of staff development; on their own, they can simply experiment with new approaches. For example, teachers who have a common planning period can choose to use their time together to examine a student learning problem that is common to all their classes. The group can explore possible solutions, perhaps with each teacher reading a different article or studying a different research report. The teachers could then return to the group, share their learning, and engage in discussions to reach consensus on trying a new approach each teacher would use to address the identified learning problem. The group would continue to meet, learning from one another's experiences in applying the new practice, then move on to refine their practice. In situations where teachers do not have time during the school day to meet as a group, they can choose to meet outside the school day. It makes no difference whether such a meeting is at the home of one of the teachers, or in a restaurant or a bar, so long as the venue promotes rather than impedes substantive discussion. The important thing is for the teachers to form their own collegial learning group, and to meet and work together long enough to experience improvements in their practice.?
Teachers have more potential control over their professional learning than they realize or acknowledge. For those who want to experience more fulfilling and effective professional development, they need not wait on the leadership of their principal or superintendent. Through the power of their professionalism, the energy of their discontent, and the determination of their caring, they can demonstrate how collaborative learning can benefit them and their students.
?
Posted in Hayes Mizell | 
Mar 30, 2009 at 2:29 PM
In my experienec over many years, teachers who have only one planning period (even if it is in common with other teachers) choose to use it for their own planning for lessons and classroom instruction. They might choose to use one common planning time a week for group planning. Where I have seen a great deal of success with teachers using common planning time for professional development is when they have a second common planning time (and, perhaps different individual planning times) and a facilitated and guided conversation (this is often conducted by skilled and committed school administrators. The guided questions and suggested activities are particularly important. And, teachers need to see results of their time together. Observing each other in classrooms (with substitute support) and talking about what they have observed, especially when they are on teams working with the same students, with guided questions, is one of the most powerful professional development activities I have observed.
Apr 2, 2009 at 11:14 AM
A few years ago, a superintendent in South Carolina told me that if teachers wanted to lead, they needed to apply for jobs in the district office. Until we change this mindset, we are in serious trouble. After 30 years in education, I have found the principal who is totally supportive of teacher leadership. We are in the process of developing schools within our high school next year, and teacher leaders are guiding the work for these schools. When administrators understand the importance of teacher leaders and learn how to recruit those teacher leaders within a building, I truly believe that positive changes will be made. Most teachers are eager to learn and grow together, and we are missing a wealth of knowledge that is behind doors in the schools of South Carolina - locked inside those teachers who are overwhelmed with their daily schedules. As Teacher Leaders, we need to become creative and figure out ways to move forward with professional development - even if that professional development takes place over dinner. Because of the lack of funds and the huge task that we are embarking on for the 2009-2010 school year, our Teacher Leaders are writing grants to get the funding needed for particular programs. What is so great about the work going on within our building is that Teacher Leaders are emerging and collaboratively working to develop a school that will attract students who are interested in particular majors. What a joy to see these Teacher Leaders guiding the transformation of a school.