EDU 6600: End of Course Reflection

M. Ed. Teacher Leadership Standard:

Foundations and Research 

1. Model Ethical and Moral Behavior 

3. Improve Teaching and Learning Through the Use of Educational Research at the 

Classroom and School Levels. 

Teacher Leadership Focus

4. Engage in Analysis of Teaching and Collaborative Practices.

6. Communicate and Collaborates with a Variety of Stakeholders.

8. Present Professional Practice for the Review of Colleagues

From this course I had a bit of preconceptions about communication and collaboration. It was mainly tied to my views of what is considered effective toward my school. The assumption I had were my school had effective forms of communication and high quality forms of collaboration. Working for five years as a mathematics instructor in a Title One school has taught me about teaching my students to be advocates toward their own learning. In that regards I have strived to be an advocate toward learning new materials. Over the course of the quarter I learned about having to implement better professional development.

One area I learned more about was through adult learning theories. Conlan, Grabowski, & Smith (2003) (as noted in Zepeda, 2012) notes "adult learning theory integrates action learning, experiential learning, self-directed, and project-based learning. In comparison to student learning, adults learn quite differently. During my times teaching adults I found I had a dilemma, which was my classes never, met their needs. As Marsick & Watkins (2001) notes, "informal learning is usually intentional but not highly structured. Examples include self-directed learning, networking, coaching, mentoring, performance planning that includes opportunities to review learning needs" (p.25-26). So I learned that I could be a much stronger leader in creating professional development that I know what to use and what not to use. As Sherrill (2016) notes, "Critical abilities for teacher leaders engaged in teacher preparation will include demonstrating expert classroom instruction and sound knowledge of effective teaching and learning strategies, facilitating conferences with pre-service teachers in a differentiated and reciprocal manner, analyzing approaches to their work via adult learning theory, and providing feedback tied to theory and research" (p. 224). With knowing that information I have grown to know how to help create functional professional development that meets each adults’ learning needs.

My main goal that I have focused my attention toward  is creating strong and supportive professional learning communities (PLC). Currently the PLC’s in my department can work more effectively in certain areas. What I would like to incorporate is learning circles.  "Observations by teams of teachers as a practice can be a dynamic springboard towards building stronger collegial relationships, particularly when they are structured, planned, and focused" (Zepeda, 2012, p. 230). One method to create a strong PLC is through learning circles. With learning circles there are specific features: a selection of a theme, discussion and storytelling, observations in the classroom, discussion about the observations, and sharing of practiced examples (Zepeda, 2012, p. 242). In those ways I can create better PLC’s that can be data driven that focus more toward student learning.

Throughout the course I worked hard with creating a plan how to implement professional development that would fully benefit the math department at my school. A way to look at when I developed a plan for professional learning for the department is what the lens to focus my attention on. Other education researchers asks questions of the teacher to think about the ways teachers can construct positive professional learning through the social justice lens. One question, "at what level do we believe our students can achieve the vision and goals we have set forth for them?" (Hirsh and Hord, 2010). Below is my final for the course that details the major sections I have issues with professional developments and the PLCs.

The plan for improving my coworkers can be accomplished with the recommendations and timeline provided. The hope is to raise the quality of instruction with in each of the areas through consistent communication between colleagues through different forms (surveys, meetings, trainings, etc.). This is clearly defined as a course goal within the course as, Teaching Standard Number Four, which states, “engage in analysis of teaching and collaborative practices.” Working on how to construct proper professional development and constructing strong PLCs has impacted what I want to learn more about. As I continue my work as a teacher leader I know how to help my colleagues  become stronger educators in their instructional practices.

Works Cited

          Hirsh, S., & Hord, S. M. (2010). Building Hope Giving Affirmation. Journal of Staff Development, 31(4), 10-17.

         Marsick, V. J. and Watkins, K. E. (2001). Informal and Incidental Learning. In Ross-Gordon, J. M. and Coryell, J. E. (Ed.), The New Update on Adult Learning Theory. A Reader (pp. 25-34). New York, NY: The H.W. Wilson Company.

         Sherill, Julie A. (2016). Preparing Teachers for Leadership Roles in he 21^st Century. In E. Blair (Ed.), Teacher Leadership: The “New” Foundations of Teacher Education. A Reader (pp. 152-156). New York, NY: Peter Lang Publishing.

         Zepeda, Sally J. (2008). Professional Development: What Works. New York: Eye on Education.