Teacher/Staff Collaboration

The process of education is a detailed method of teaching and learning with a variety of contributors. The walls and classrooms are just the shell to house the process that should be focused on collaboration to be successful. According to research, collaboration by teachers and staff members is the most effective method of improving professional practice which will ultimately lead to improved student outcomes. Collaborative groups can be called by several names but they all share a common focus. They are all outcome based and promote professional dialog around student achievement.

Collaboration is extremely important to a school as it is very clear that schools do not operate solely with one person in charge. It takes a team of people working together under the guidance of the governing board and through sound policy to meet defined goals. Though it is the responsibility of the principal to listen to all stakeholders, the collaborative process can help by giving others an avenue to improvement.

There are multitudes of ways that collaboration can become deep and meaningful in a school setting and every time collaboration takes place there is likelihood that student achievement will improve. Studies also report that not only student achievement will improve with collaboration, but teacher effectiveness will improve as a result. With the well documented success of collaborative groups, there are five elements that need attention during the implementation process: 1) Staying data centered; 2) Developing trust; 3) Time; 4) Engagement in the process; and 5) Alignment with the District. When collaborative groups are implanted with fidelity, they force a change to standard practice.

Bottom line is when teacher are working together for a common goal, everyone succeeds. Until next time...

Understanding Professional Relationships

Understanding the characteristics of authentic teacher-student relationships is vital to the success of the relationship. In a research study, seven characteristics of quality teacher-student relationships were identified. These were: academic and personal support, showing interest and concern for the student, motivating and attending to their personal interests, respecting the students, valuing their opinions and feelings, being compassionate, and being accessible. Understanding these basic characteristics, teachers find that they have a basic need to interrelate with the students and find a connection. That realization happens when teachers internalize experiences with students and allow that to guide their emotional responses during interactions with the student. 

These emotional responses, whether positive or not, can become the catalyst for improving or diminishing the self-esteem of teacher and student. Therefore, communication plays a critical role in relationship building. One element within our society today is the onset of smart devices and social media. This factor plays an important role in communication and development of both good and bad relationships. Out-of-class communication is less formal than inside the classroom and may be initiated by the student. It is however important to note that whatever the type of communication, the teacher-student relationship still must exist on a professional level to stay authentic. Another factor that teachers must guard against is the thought that they have good relationships with good students. This is not always the case as some students simply are compliant in classrooms because they want the higher grade and the teacher perceived relationship is not authentic. Students report that trust is an integral part of the developing relationship. With trust, caring, and listening as root elements to building the teacher-student relationship, it would be significant to have both the teacher and the student displaying such characteristics. Authentic professional student-teacher relationships are easily established when the characteristics correlate. When students feel valued and connected to their school and teachers, they are more likely to display positive motivation toward learning.

Bottom line is it is important to build healthy relationships so students trust their teachers and school. Until next time...

A Question of Response

One week to go in the semester and I am truly amazed that we are here. Time certainly flies when we are busy and this year has been just that for all of us. From beginning a new school year on distance learning to our cohort model today, everyone has been enduring so much and that includes our students. We all have seen a significant drop in grades this semester and we know the learning loss is severe. Though we do our best to insulate against that, our students are still going to be met with challenges in the future. Once this pandemic is over and we have all received our vaccination, we can begin to recover from this mess. Just as with any situation, it is not what happens but how we will respond. With regard to student learning loss, our response is going to be vital. Not only scheduling students into credit recovery options, but working with them to make certain they get back on track. That is the challenge that lies ahead. With one week to go, let us get them to the fall semester finish line before we tackle the next. Have a most excellent weekend....Go PUPS! (cue Thompson Twins - King For A Day).

Until next time...

Global Education Systems

There are several challenges faced by the global education system as schools have been long defined by the test scores of language arts, mathematics, and science. For students to compete in the global economy, schools however, will have to graduate students that are much more employable. Therefore, the basic education is going to have to include a curriculum that includes the global challenges we are presented with such as poverty, climate change, war, extinction of species, harnessing energy, and access to clean water. Schools are going to have to teach students to be problem solvers, system-changers, and critical thinkers to be contributing member of a workforce that is tasked with creating a sustainable world for all. In order to address this type of curriculum change, education systems will have to address the biggest challenge of all: resistance to change. We can no longer be comfortable with the status quo. Schools must address the needs of the technologically advanced world no matter how resistant educators are to the new information. Change will not come easy as the education systems worldwide have been focused on student attendance as a primary measurement. The time honored measure of how many students are enrolled, how many attend, and the number of years of schooling completed has to be left behind for mastery of certain primary skills comprised critical thinking, creativity, collaboration, and communication.

With the onset of the technological age, came the ability to share information across vast geographic areas instantly. This concept of sharing knowledge was basic to the philosophy of Aristotle. It was Aristotle that thought the greatest endeavor for human beings was the pursuit of knowledge. Both Aristotle and Plato believed in the concept of lifelong learning as well as, the idea the knowledge was to be shared. These ancient philosophies are still relevant in our world. Knowledge is shared on multiple levels and learning is enhanced through the use of technology. Plato defined his philosophy of lifelong learning by saying education cannot be easily done by ‘putting sight into blind eyes’. Education takes work and a lifetime of effort, giving credibility to the fact that education is constantly evolving.

That evolution, at a very rudimentary level, includes the ability to access global information through technology. Technology has changed the way curriculum is delivered as seen is libraries around the world. The stacks of books in libraries have been replaced by rows of computers. The access has also reduced the geographic boundaries once held and replaced them with global access. An education system that was once Nationalized with the ideology of a Nation, is now composed of different cultures, speaking a common language. The ideology of a Nation is no longer the basis for curricular choices in the era of connectedness. 

Until next time...

Positive Culture: Student Perspective

Though it is important to examine the perceptions of teachers when building school culture, it is much more important to delve into the perception of the student. Though this area is vital to building authentic quality relationships, there is limited information available. According to research, it has been well established that high-quality teacher-student relationships lead to higher student achievement through several avenues such as, greater engagement in work and better work habits. Additionally, students tend to like school more. 

Relationships matter at all levels from pre-school to college. In one study, middle school students were surveyed to assess their perception of how their success was influenced by the relationship with the teacher during their participation in a certain program. The students that had a positive relationship with the teacher felt it was a contributing factor to their success. Furthermore, the stronger the student perceived connection to the teacher was, the more they sensed their level of success was influenced by the relationship. Though different definitions of the teacher-student connection or relationship have been presented throughout years of study, the research is consistent with the finding that there is an association between positive student outcomes and the positive aspects of relationships. 

In an urban middle school study, the research uncovered evidence that perceived teacher caring and support are important elements of the teacher-student relationship and are contributing factors to engagement, which in turn can lead to higher student achievement. Perceived caring and support from the student perspective is positively associated with emotional support and that support leads to better student achievement.

The bottom line is that the students don’t care how much you know until they know how much you care. Until next time...

Parent Involvement

Schools face great needs and challenges on a daily basis. The problems our schools are met with are complex and warrant the attention of all stakeholders to find the answers. As the saying goes, ‘it takes a village’ to build a school that values the collaborative nature needed to involve parents, students, and employees equally. Relationship building is no longer just the responsibility of the teacher, but now the school administrators have to be equally responsible for establishing, facilitating, and maintaining relationships with parents. Part of this process begins with the top. School Boards of Education have to outline a vision and mission that drives the organization by setting the climate and culture of inclusion. Once set in motion the philosophy of inclusion will be developed and a plan for involvement will follow suit.

In the current climate of education today with technology so readily available and accessible, it is not acceptable to proceed without parental involvement. The driving question should not be whether a parent was contacted but instead, whether a conversation was held. Educators have the professional obligation to pursue family involvement and a moral commitment to make certain the follow through is completed. 

Schools across the nation struggle with parent involvement and parent engagement. As students climb in age, the parent involvement diminishes. This is counter intuitive to what should be happening. As students get older and climb in grades, that is when parental support is the most needed. Schools that can develop an engagement strategy to involve families are seen as more equitable, culturally responsive, and definitely collaborative. 

The bottom line is we need parents to be involved at all levels. Until next time….

Building a Positive School Culture

In order to build a positive culture, a teacher must be aware and have an understanding of the connections and relationships that are being built in the classroom. Research describes this relationship as a formalized interpersonal association between a subordinate and an authority figure that have daily interaction. This understanding provides a foundation for further research in the area of perception. Perceptions of the relationship can at times be misleading for the teacher or the student. Teachers can have the perception of a much more positive relationship than what the students believe. In addition, positive relationships can be a determining factor for positive outcomes. Additionally, teachers have the false perception that when a student earns good grades they automatically have a positive connection or relationship. The data however, does not support this supposition. Though grades can at times be a contributing factor in a positive relationship, they are not the factor that makes or breaks the connection.

Several studies report that when students develop conflicted teacher-student relationships they are at a higher risk for academic challenges. The perspective on relationships presented by the teacher is much more focused on the development of school culture through behavior management and high-quality instruction. The perceptions of what makes an authentic relationship also varies with teachers in differing subject areas or involvement. Teachers of the core and elective areas have shown a difference in their perception of the relationship development when looking at the extracurricular involvement of the student. As extracurricular activities contribute to the school culture and the experience of a student, the perception of the teacher is that the connection to school is validated by the involvement however, a positive school culture is a contributing factor in developing the connections and building the relationships. In other words, a positive school culture will encourage and validate extracurricular participation by the student.

The bottom line is that building a positive school culture depends on the people building quality positive professional relationships which in turn further builds a positive school culture. Until next time...