Collaboration -
Teamwork – Relationships
In our building they are called CLTs – curriculum learning
teams… My team is large – seven teachers
spanning four generations and three to
25+ years teaching experiences. It is awesome to
have them and to connect with these other teachers for support. I struggle sometimes, however, seeing their
vision or wishing to emulate some of their strategies. Just as often, though, I can run next door and bounce an idea
or problem off of a co-worker and a new vision emerges that is just what my lesson needed. I have found myself a little more isolated
this semester, however, as I teach the units for my practicum. Has anyone else felt like they are going “rogue”
with a change in teaching styles?
I am fortunate that my building has not gone to the
cookie-cutter everyone-doing-the -same formative and summative assessments and “jig
sawing” the lesson planning. I am shocked at how common this is. I could not
work like that and, after reading the Hero’s
Journey, I have textual support for why. The
author says there are “no recipes” and, as teachers, we can not walk around
teaching with “other people’s scripts.”
Melding the art and science of teacher is a constant process, but that
is why I love teaching. I never really
feel like I master it, so I try again next year to do a little better.
6 comments:
Hi Lynn,
It sounds like you have a very diverse team! I can see the pros and cons to that, as you mentioned. It's unavoidable, so it's great that you enjoy the pros more than dislike the cons!
We also have CLT's in my building. I'm curious to compare their function. How often does your CLT meet? Who attends the CLT (besides the teachers)? What do you discuss at your CLT? At the school where I'm working our CLT's are held once a week. The teachers that teach that grade level attend, along with any SpEd and ESL teachers, the principal, AP, data coach and special guests like the TRT or EMERT once in a while. The conversation is very focused and rotates through a schedule each: reading, math, reading, math, writing. Teachers might bring a recent assessment and compare their classes top 3 and bottom 3 questions and decide how to change their lessons to help with those skills needed. They collaborate and share ideas of what is working or not working in their classroom.
As an "outsider" it's been amazing to go to different teams and see them work this way. The meetings are so structured and productive. Outside chit-chat is discouraged and they really make the most of their time.
Of course success did not come without hard work and frustration. But as you said, the end result is exactly what we need. Thanks for sharing!
-Christina
It's funny you mention feeling like a "rogue" teacher because I was just thinking of this as I was driving home from work today. I am in the midst of my practicum, and I must say that the kids are enjoying solving a real world problem. (They work for an ad agency and are creating an ad campaign.) It's fun for them to take on a different role other than a high school student. It's fun for me as well because I am learning a new way of teaching that I've often read about but never had the guts to try. As I drove home, I thought about my classes today -- each kid was engaged in the activity, collaborating and communicating with others to write a creative brief. Like you, I felt like I was going "rogue", but I liked the feeling because I knew my lesson (and the unit for that matter) was one that today's generation of students desire and need. Traditional lessons where the teacher is the sage on the stage simply don't work, and any time educators have the opportunity to step outside their comfort zone and try new activities, they should take it. Quite frankly, when educators take risks, they often grow and learn, making them better teachers.
I love collaborating with others and sharing ideas. I agree with you about teachers having their own assessments and ways to doing lessons. Each teachers style is different and trying to make others conform would most likely make their lesson less successful. I create my own assessments based on the way I teach and the emphasis I put on certain concepts. If my students were to take a test another teacher created they might not be as successful because of the vocabulary and content I have covered.
I love collaborating with others and sharing ideas. I agree with you about teachers having their own assessments and ways to doing lessons. Each teachers style is different and trying to make others conform would most likely make their lesson less successful. I create my own assessments based on the way I teach and the emphasis I put on certain concepts. If my students were to take a test another teacher created they might not be as successful because of the vocabulary and content I have covered.
I love the idea of going "rogue," and that you feel confident in not being a cookie cutter teacher. It is so important to design lessons that are personal to your classroom and the environment that you've established. Your confidence in always hoping to better next year is an excellent outlook and teaching philosophy.
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