How are you working toward good quality, meaningful professional learning in your setting?
In my district professional development for the past few years has pretty much been nonexistent. The budget gets frozen in October or November so that even the money allocated for PD is not spent on PD. Then the School Board sees we were able to get through the year without the money and they believe we didn’t need the money to begin with. What they don’t understand is the backward slide this has created – impacting climate, curriculum, instruction and ultimately, student learning. Very recently the district seems to be in an upward swing – positions have not been cut this year for the first time in a few years. We are lucky to have early release Wednesdays where some ongoing professional development takes place – depending on the knowledge and skills of the PLC facilitator. The district hired a secondary level literacy coach and math coach this year. These positions are beginning to have an impact on professional learning. I am looking forward to seeing how these positions will be utilized and the long-term impact this opportunity can provide.
Which of the leadership move(s) strike you as the most realistic for you to pursue in your setting and with your colleagues?
I see myself pursuing all five leaderships moves depending on which school I am in for the day and which group of teachers I am working with. Some teachers I am building a rapport with so we are at the dignity level. I am often in classrooms, many of which also have special ed or ELL support, so teachers are beginning to feel more comfortable having other adults in their classrooms. I collaborate with people constantly – I can’t really do any part of my job without it. I would say quality suffers a bit because teachers feel pressed for time so we don’t always get to have the rich, reflective conversations I would like to have. I also try to shift thinking from blaming the teachers who came before to a “this is where our students are so what can we do to make the students’ math experience the best it can be.” If I had to choose one to focus on I would focus on this last one.
What obstacles to change are you trying to overcome?
Sometimes it is difficult to remember that change takes time. As mentioned above, the district is clawing its way back to having the positions we once had but the lack of resources and PD is still an issue. I completely agree with Steve when he said, “ Without support in the face of misguided complaints of a few vocal parents, few teachers will change. Without support for quality professional development and time for sharing ideas and practices, little change is possible, and without the support for calculators, computers, and newer instructional materials, change is nearly impossible. Although beliefs and will are more important than money, without a reasonable financial investment – the most tangible form of support – little change is likely.” (p. 79) If teachers do not feel supported, they will not take risks and change will not occur – unfortunately the most obvious way teachers feel support is through financial means – not in salaries, although that is nice, but having the resources, time, and professional development they need.
