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ESTABLISHING TRUST AND A WILLINGNESS FOR COLLABORATION

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ESTABLISHING TRUST AND A WILLINGNESS FOR COLLABORATION

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David Pink's video discussing Key Motivating Factors really drove home for me the importance of getting out of the way and letting others take the lead in their own learning process. It was inspiring to see that above all else, sense of purpose, or the old adage "To thy own self be true", is as relevant as ever. For my district, I can foresee this to be a very scary idea. In order for Admin to let teachers take the reins, both parties will need to come together with an open-mind and a safe and supportive climate to allow for real change to occur. Given our studies from Week 3 on the spread of innovation, I see that it must begin with those that have a positive working relationship with our current administration, and who have mutual respect and understanding. It is my hope that as new innovations and increased student achievement begin to take hold, a critical mass can be achieved with other instructors who may not yet see the positive gains that can be achieved with new innovative practices.

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My Plan to Improve School Culture and Professional Development

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My Plan to Improve School Culture and Professional Development

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My plan will focus on working with early adopters and administration to begin to improve our school culture.  It will entail leadership opportunities for motivated teachers to help take the lead in building a collective vision for improved learning outcomes.  To inform the planning process, I will be considering the following resources: Knowles' 4 Principles of Androgogy ,feedback from the TNTP Mirage Report, and Daniel  Pink's thoughts on recognizing motivational factors to improve engagement and innovation.

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Burns, M. (2010, September). Elearn Magazine: How to Help Teachers Use Technology in the Classroom. Retrieved February 24, 2018, from https://elearnmag.acm.org/featured.cfm?aid=1865476

Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved February 23, 2018, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Pink, Daniel.  [The RSA]. (Year, Month Date). RSA ANIMATE: Drive: The surprising truth about what motivates us. Retrieved from URL: https://youtu.be/u6XAPnuFjJc

TNTP. (2015). The Mirage: Confronting the Hard Truth in Our Quest for Professional Development. Retrieved February 23, 2018, from https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf

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One of the key points to come from this week's readings is in regards to the Mirage Report (2015) findings which identified positive school culture as a key component in achieving progress in teacher training and development.

This resonates with me in particular because I am currently teaching in a district which struggles with our school culture. There is a large disconnect between faculty and administration. Much of the faculty feel that they are easily criticized but not offered any real assistance in improving their professional practice. Additionally there is little faith between the two entities, with faculty seeing little in the way of a collective vision being established or any real input in improving the overall teaching practices of our faculty.

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Principle #1:  Become Involved in the Process

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Principle #1:  Become Involved in the Process

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The DTTP will  Involve faculty in the planning and evaluation of their instruction by:

1. Surveying faculty to find out what they want to learn, and gain an understanding of their needs and fears.

2. Open dialogue and provide an incentive in the process by tying PD to evaluation systems and having their input in the rubric itself to define progress.

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Principle #2:  Providing Multiple Experiences

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Principle #2:  Providing Multiple Experiences

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Coupled with the 5Js Approach, faculty will be provided with a safe environment for testing out new skills and approaches. This process will encourage teachers to take risks with the hopes of acquiring relevant and worthwhile skills to improve student learning outcomes.

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Principle #3:  Offering Relevant, Personalized Learning

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Principle #3:  Offering Relevant, Personalized Learning

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Relevance-  The DTTP should provide lots of different opportunities to try out new technologies and tailor these to meet the needs of different types of instructors.  No ONE size fits all training.
From the readings, I believe that this point is KEY in ensuring that stakeholder buy-in takes place with purpose-driven actions and self-directed learner engagement.

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Principle 4 reminds us that adults are intrinsic learners and can self-direct their progress and learning. The Mirage Report makes it clear that while setting high-standards and creating a school culture is paramount to increasing the effectiveness of PD, teachers must also have ownership of what they learn, why, and when, with continuous feedback and assistance as necessary.