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Teachers - Transforming Their World and Their Work

Book Presentation
by

Mechelle Ivy

on 1 June 2011

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Transcript of Teachers - Transforming Their World and Their Work

Teachers - Transforming Their World and Their Work Ann Lieberman President of the American Educational Research Association in 1992. Both a scholar and an activist and a practitioner and a theoretician. Lynne Miller Professor of Eduational Leadership at the University of Southern Maine and Director of the Southern Maine Partnership. Written widely in the field of school reform & teacher development. Transforming Schooling and Teaching: What Matters and What Works Improve School Quality and Equality through the Curriculum and Instruction "Teachers in schools that are transforming themselves see teacher work mainly as helping students construct their own knowledge rather than as only transmitting knowledge to students." p. 10 Review the Structure and Operation of Schools "Efforts to change schools and teaching focus on issues and visions that cannot be mandated, despite the best intentions of policy makers." p. 1 Focus on Students and Teachers Connect to Important Alliances Within and Outside the School Increase Parental and Community Participation "Each school community starts with its own set of conditions and must understand that while content is critical, defining the process for building commitment and fostering continuous learning is equally important." p.11 "Neither an exclusive focus on students nor an exclusive focus on teachers leads to comprehensive change in the school. The two goals of creating a rich learning environment for students and a professionally supportive environment for teachers must go hand-in-hand, and keeping both goals alive has emerged as a crucial element in successful school restructuring." p. 5 "Regional, state, and national coalitions, partnerships, and reform networks provide the mechanisms for sharing information and for developing a common language and a collective view of reform work." p.5 Social Realities of Teaching 1970 - 1980's 1990 - 2000's Isolated Individuals Professional Community
Focus on Teaching Focus on Learning
Skills Mastery Inquiry and Reflection
Control Accountability
Managed Work Leadership
Classroom Concerns Whole-School Concerns
Weak Knowledge Base Broad Knowledge Base Challenges for the New Social Realities of Teaching Manage Conflict Systematic Thinking
Bottom-Up/Top-Down Collaboration
Balanced Perception Inclusion Recreating Leadership: Values, Visions, and Action * New forms of leadership and relationships based on respect and trust
* Educational standards have high expectations for all students
* Promote "inclusion, heterogeneous grouping, and full access to a 'thinking' curriculum" * Provide opportunities for professional growth
* Recognize and honor diversity in the school environment
* Endorse new standards of assessment based on samples of student work "What is required is a new kind of leadership, principals who are willing to commit to leading for student accomplishment, for organizational health, for professional learning, and for long-range and deep improvement." p. 40 Professional Development for the New Social Realities of Teaching Conventional in-service vs. "growth-in-practice" Use Collaboration to Achieve Individual and Collective Goals "If we attend to the underlying processes that support teacher growth and change, we are more likely to accomplish the ends that both teachers and the public want to see for students." p. 60 Development of Professional Communities "Peer support that legitimates the struggle and uncertainty accompanying reform helps teachers learn new ways of working with their students." p. 62 Combine Inside and Outside Knowledge "Without a culture of support, teachers find it hard to try things out, get feedback, make adjustments, and really integrate new ideas into their teaching." p. 64 "Although the new social realities for teachers include a movement away from being alone toward being a participating member of a community, accomplishing this change is no easy feat." p. 64 Teacher Career Development and Personal Change "One size DOES NOT fit all" p.68 Transforming Professional Development Inspirationals
Awareness Sessions
Initial Conversations
Charismatic Speakers
Conferences
Courses and Workshops
Consultants Team Teaching
Peer Coaching
Action Research
Problem-Solving Groups
Reviews of Students
Assessment Development
Case Studies of Practice
Working on Tasks Together
Writing for Professional Journals
School Site Management Teams
On-line Conversations
Peer Reviews of Practice
Curriculum Writing
Standard Setting
Journal Writing
Mentoring Reform Networks
School/University Partnerships
Subject Matter Networks
Study Groups
Collaborations
Teacher Centers "As teachers learn in school, they develop a language that encourages talk about student and engages them in the creative task of joining their experience, values, and their own growth as teachers. " p.70 Toward an Era of Hope, Passion, and Commitment Eight New Social Realities of Teaching and Learning

* Growth in practice
* Learning outside of school
* Maintaining balance between "The process of change is never smooth, rational, or linear. When things do not go well in schools that are transforming, they develop the courage to regroup, plan again, and find ways out of the confusion." p.90 * Integration of values, practices, and organizational supports
* Shared responsibilities between administrators and teachers
* Patience and acceptance of differences
* Understanding the change process
* Protecting and nurturing hope, passion, and commitment Teacher and student needs
Action and reflection
Pressure and support
Accountability and responsibility "In schools that are reforming, teachers learn how to manage conflict, not how to resolve it." p. 25 Learning in Schools "Direct" Teaching Learning Out of School
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