The author describes accurately the “standard-enlightened” notion of reform. The results from the study in New York are encouraging.
But the recommendations, though useful—teachers observing each other; asking each other for advice—are minimal. There is no indication the author is aware at all of the developments in teacher-collaboration that go much further and that hold really encouraging promise for building the social capital she has in mind.
What’s appearing is the simple idea of organizing the school as a partnership of teachers, on the model common in most fields we call professional. These partnership schools exist. They work. They accomplish the goals the author has in mind. The growing interest on the part of the teacher unions, at both the local and national level, is now quite striking.
As an American expat living in Canada, one of the issues that I think is too often overlooked – including in this assessment – is the funding model for public schools that is based in large part on local/district property taxes, rather than allocated on a city-wide or even state-wide basis. In Toronto, the city’s school board allocates funding across the entire city in a fair way, to level the playing field for all children and make sure that resources for the basic right of education are spread out equitably. There are also innovative publicly-funded charter schools with different focuses (music, sports, LGBTQ, etc.) and parents can use a voucher system to transfer their children to other schools quite easily.
Overall, I think more scholars should look at the funding formula for public schools in the U.S., as discussed by the Supreme Court in their decision in San Antonio Independent School District v. Rodriguez, 411 U.S. 1 (1973). In the U.S., there are super-rich schools in the suburbs while there are under-funded and under-resourced schools just a few miles away. In my opinion, time spent on critiques of teachers’ unions or advocating for charter schools is just time wasted until the basic funding model is addressed.
Interesting read, more so when taken in the context of a response to Waiting for Superman. In the face of many powerful and well-funded reforms that are often based on what intuitively makes sense, it is refreshing to see research behind the prescriptions. The findings about the principal strike me as especially important as our school leaders are spending 85% of their time on tasks that minimally impact student and teacher growth.
Some questions I would have been interested to see answered with the data that was gathered:
1. Did the selectivity of teachers’ colleges impact how much their students grew?
2. Was there a noticeable correlation between advanced teacher degrees and student growth?
3. How did teacher prep (traditional vs. non-traditional) impact students?
4. With the finding that consistency is important to both human and social capital, were there any patterns with the principals that lend support to strategies that will help with teacher retention?
5. Were there any findings in relation to the principals that concerned human capital?
Absent from this debate is any mention of the relationship between students and teachers. Great teachers not only understand how to teach a group of similarly aged students some specific content, but they care about the students as individuals and find ways to make the content engaging and accessible to each student.
I once toured an inner city school performing well above its peers where, “No significant learning occurs without a significant relationship” was painted prominently in the entry way. Just yesterday, my youngest daughter said, “John and I have a special bond,” referring to her first grade teacher. John is the best elementary teacher I have ever encountered and I have no doubt that every other child in his class would also say they share a special bond with him.
For children considered “at risk” this relationship is even more important as they often feel misunderstood, anxious and unprepared in a traditional classroom setting. Perhaps it is unrealistic for all teachers to be expected to form significant relationships with enormous classes of children who change every year. In this case, we need to consider changing our “batch model” education system to incorporate long-term mentors/role models/advisors who can shepherd children they invest in understanding through an educational system that incorporates technology and other blended learning systems to ensure children are reached at their level in a way that supports their learning style.
Program such as Friends of the Children provide long-term individual support on the periphery of schools to some of the most vulnerable children in the country. Wouldn’t it be wonderful if all children had an individual support plan that included someone who could shepherd them through a system with multiple options for learning and competence building?
The article is an interesting read and very timely, yet the author’s failure to offer a viable solution to the issue of building social capital in schools and districts, unfortunately does not benefit practitioners, who are accountable for raising student achievement levels. In 2011, the Pittsburgh Business Times ranks the Southmoreland School District as the 18th most overachieving district in Pennsylvania. Six years ago, Southmoreland was in school improvement and the poorest performer in Westmoreland County. Since, we have implemented Richard DuFour’s professional learning community model of frequent teacher collaboration focused on improved learning and student achievement. The model is wholly based on the author’s vision of building social capital to improve learning. A great web resource is http://www.allthingsplc.info.
In order for schools to transform, however, school schedules must change to allow for teacher collaboration time to be built in as a routine part of the school day. This becomes a major sticking point because as all K-12 educators know, we’re prisoners to our schedules. It’s much easier and safer to recycle the same schedule year after year.
As a former elementary principal at two very different schools, one for thirteen years and the other for twelve years, I am pleased to see research that confirms my personal experience. In both schools we were able to build a strong collegial environment that produced fruitful innovations and well educated students. Some important aspects of my job were to give teachers the best schedules possible with common planning times for teachers at the same grade levels, provide instructional aides during reading and math blocks, allow teachers to try new ideas that seemed promising, supply them with the equipment and materials they needed, listen to their problems, celebrate their successes, take the flack from the district office, deal with difficult parents, and explain to our community what we were doing and why. One summer I sat through a week-long summer math workshop (that I had already taken) with my teachers because I felt it was important to be shoulder to shoulder with them and because I wanted to know how they felt about what they were learning and how I could help them. Over all those years, I counseled a few teachers who were weak out of the profession, but mostly I helped teachers to rise to excellence—and some of them to local and national stardom.
BYJane Sharp, retired principal, current School Boar
In my twenty years as an elementary principal the most power tool I finally discovered was based strongly on the collaboration of teachers. It is called Professional Learning Communities and used common pretests and post tests on (state designated) units of learning. Grade level teams worked together to plan, teach, challenge those needing acceleration, and reteach as needed for mastery. What developed was a common feeling of respect, support, and shared responsibility for the progress of all children at their grade. My main job was to make sure their schedules allowed daily common planning time, obtain the materials they needed, facilitate a weekly whole school remediation/acceleration block, and daily be a cheerleader for what they were doing and the success they achieved. In our second year we were the only Title I school in our district to achieve NCLB AYP and in the following year were recognized by the state for success in closing the Achievement Gap between our subsidized meal and full pay students. Thank you for your research and report adding support to this organizational strategy.
As a long term consultant and observer of schools, colleges, students and teachers, I find this an oddly insightful and naive view of social capital. Most poignantly, the author’s view of “objective” data is simply wrong. All things quantified are not necessarily objective, but, at best, simply relative. And all things not quantified are not, automatically, subjective, but, at worst, inadequately documented. I’ve found, for one glaring example, looking at the AGE of students and their attendance rates often reveals grade retention or early promotion, either of which are far more consequential than grades, grade level, or, goodness knows, test scores. Systems that regularly retain low performers in standard tests ALWAYS have dropout rates beyond their peers - the Consortium on Chicago School Research proved that years ago, but it’s still a common practice. Teach ‘em they’re dumb and they’ll be dumb! Or at least smart enough to escape your punishments.
Conversely, her view that teachers teach best who learn from and teach other teachers is both obvious and insightful, since the “feeling” (really pretty subjective, indeed) of a school has demonstrable impact on how much, how quickly, and how usefully students learn and teachers enjoy their job. This view suggests that the easiest way to improve school performance is ... tenure and stability, which seem remarkably different from the tactics of the Obama education directorate.
Two specific problems I find with her view of social capital: it is not understanding the “developmental stage” of 4th grade that makes teachers better who teach longer in the same or similar grade. It is their comfort with the material. All 4th grade students are NOT at the same “developmental stage.” As Larry Cremin loved to say at TC many ages ago, the reason we have 8 grades in this country is that the first graded school, the Quincy School in Boston, was built in 1847 by a builder who, having appraised the site, built 8 rooms. There is NO developmental foundation for sequencing eight years, and therefor very thin if any foundation to presume developmental differences between an 8 year old and 10 year old are significant enough to have substantial impact. Yet there is plenty of reason to presume that Dick and Jane 3, after a few years of reading, gets better, worse, or at least easier to communicate to similar kids every year.
The other side of that issue of stability, incidentally, is just as important. Observing a 6th grade when teaching either a 5th or 7th will surely help know what teachers and kids expect. Frankly, observing anything will improve everything. As Louis Agassiz demanded of his freshmen in biology every year 6 weeks of “watch your fish” before testing the hypothesis that fish have bones, watching teachers teach and kids learn is itself a deep and moving, informing and refining experience. One does, however, have to know how and what to watch, which is only rarely a part of ed school, and even more rarely a part of supervisors’ or administrators’ orientation to creating social capital.
Finding a correlation between scores and social capital as well as an interaction between social and human capital with respect to math scores sounds very promising. But, there is no intervention that is being tested in this research. Coming from an experimental background, I am much more interested in what sort of intervention could the educational system test that would bring about such results. I believe it is a matter that is worth researching further, particularly the design of an intervention that improves teachers’ social capital.
One of the points made in Carrie R. Leana’s article is that when teachers have collegial connections with various colleagues they are exposed to diverse teaching ideologies and strategies. With non-teaching time during the working day - and a school climate that normalizes teachers learning with and from one another - teachers can then hone teaching approaches different from the ones they usually use. Broadening learning experiences for students increases students’ engagement and thus focus and attendance. With collegial conversations and observations, teachers also have opportunities to further hone approaches they already are using.
Tim Scott’s point about teachers’ schedules and Joanne Yatvin’s points and examples from her practice illustrate the importance of school leaders in creating a climate and structures where teachers more likely will engage in professional conversations and collaboration with one another.
I appreciate Carrie Leana’s article—though I don’t agree with her conclusions. I often am challenged as I am increasingly seeing that very few education researchers have taught in low-income settings.
The fact that teachers should collaborate more is a true one. Indeed they should. That said, if teacher collaboration was a benefit given the current talent pipeline, imagine the incremental benefit of improving the pipeline in the teaching profession. I do fully believe that teachers these days are doing the best job they know how—that said, I have heard many teachers say, “they don’t pay me for X, Y, and Z.” The reality is, with the state of education in our country, even though we don’t pay teachers enough, indeed the job teachers are signing up for is the challenging one of X, Y, and Z. That said, we need to improve the pipeline of teachers.
So I don’t disagree that teacher collaboration is important. I just think it’s value is even increased by having exceptional human capital in the education field that is collaborating.
Academia at any level tends to be less collaborative in nature then other professions. It’s mostly in part to the fact that there is an element of isolation, pride and ownership of curriculum that gets in the way. This is completely anecdotal evidence, but nonetheless is my hunch and is often more correct then not.
The authors in the study were able to demonstrate that a higher level of social capital improved academic performance of students. How much of a difference, I believe is not mentioned, but an increase was identified. In addition to my anecdotal evidence, I have spent some time conducting social network analysis in a number of schools and found very low connectivity among and between teachers. The principal of these schools were often shocked by the findings as prior to revealing the results we would have a conversation of how connected they thought their teachers were. Often, they came in 30 to 40% higher then what we found.
Their perception of an environment that was collaborative was not where they thought it was or should be. This made it easier to introduce interventions that addressed this. Typically, the starting point began with training teachers on how to get better connected with peers. More importantly, we had to identify the motivating factor behind why a teacher would want to collaborate more in the first place. Time after time, the motivating factor came back ‘if it makes the job easier, I’ll do it’. This became the driving force behind our efforts to increase the levels of connectivity.
Most importantly, as the teachers became more aware of the value that existed within their network and were able to leverage it, the more they thought about their students and how they could do the same thing. This new skill acquired by their students further simplified the teachers job because from being the only resource for help, the students could leverage others in their networks for support.
The study in this article represents a common sense aspect of improving workplace performance. However, we know that common sense is not always that common. Social capital, if leveraged, can improve performance ten fold. However, just because mechanisms are built to support connectivity, does not mean that individuals will have the skills to tap into these social resources. Collaboration, connecting with others, helping students connect is a skill that must be acquired if social capital is to be utilized. The good news is that, becoming a better networker is a learnable skill.
Organizing schools for this kind of collaboration would be hard, but well worth it. However if all the teachers are really doing “collaboratively” is finding more successful ways to prepare kids for standardized tests, I’m not sure whether the time spent is worth it—although indeed it may produce better math scores. But as all math scores go up, the gap may remain the same or worse—and thus in the end it may not lead where we anticipate, We need more studies that look down the line at how our work influences young people’s thinking and doing. Also, probably there were not sufficient numbers of teachers in the study who taught multi-age classes or take kids from one grade to another Knowing one’s students well may be more important than just knowing that year’s curriculum well. The description of the principal’s workload sounds realistic but damning to the profession! A collaborative staff needs to include the principal’s input, and everyone needs more time to meet with families and observe classrooms. But principals, having a larger view of the schools situation—because they know it well—are also in the best position to “protect” it from inappropriate interference—the “political” side of their job. In a public system they ought not to have to spend time competing with other public schools for resources. The idea itself is ugly. And telling.
Its not the teachers’ fault our students are falling behind. Its the administration governing our school system. The belief that applying Standards that have been used for generations in today’s reality are out-dated. Its the curriculum that needs to change…..
I just had a quick question as I am looking over the comments about this article. How many of you who posted are currently teaching in a public school?
There is less collaboration going than the principal thinks. It is rare to find genuine collaboration through which there is complete openness, unrestrained sharing, and deep discussion. Time, opportunity, political correctness, and the established pecking order stand in the way. Further, collaboration must have a context and support system that builds a continuous loop of instructional design, judicious intervention, active engagement, assessment, and revision. Collaboration in such an environment becomes fully shared school leadership. Many schools that have adopted Alan Blankstein’s “Failure Is Not an Option” principles have experienced true collaborative transformation and unexpected success.
I think this author does a great job highlighting factors conducive to building strong learning organizations. I also think the author should push the envelope and include students into the discussion of school policy and its implementation. If more information is necessary to improve instruction, why not ask those that are experiencing it first hand? There is a serious body of literature already out there that highlights the efficacy of student voice in school reform.
As a teacher in the public school system for twenty-seven years who has seen trends come and go, the collaboration model has most benefited me as teacher. I was involved with a Teaching American History grant for four years which changed my teaching. I was involved with a group of teachers who were willing to discuss pedagogy intermingled with content and I found that this was the atmosphere which I flourished. My teaching changed from being a status quo teacher to one that was willing to take risks and constructively assess my classroom performance. The statement in the research section that states “teaching is not an isolated activity” hits home. If I close my door to my peers and teach what I think is the most beneficial manner for my students, I create a myopic view of my teaching. However, when I discuss lessons with my history teaching colleagues (which I do weekly) I receive input that helps me grow as a teacher. I agree with previous comments about stability and turnover which have a dire effect on fostering collaboration. I only hope that our policymakers will have the foresight to embrace proven collaborative teaching models and provide our schools with capital to carry out such programs.
Read about Learning Studios here: http://nctaf.org/learning-studios/, a model of teacher collaborative practice from the National Commission on Teaching and America’s Future.
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Our Institution needs a systemic shift in pedagogy. The model in place purposefully rewards the competitive aspect of human nature because it developed when accumulating resources on a global scale, through empire building, required an easily manageable populace. Industrialization made good use of the model as is this current protocol where the few are allowed to hoard resources (money) to the detriment of the many.
An Earth based education model offers the across the board balancing influences we seven billion and counting are in desperate need of. By giving every child at every grade level a real world, hands on, multi-sensory, inter-disciplinary experience in each community’s natural settings, led by educational specialists, we will begin to guide the learning of the whole human being by connecting state learning objectives with the air, water and soil products of which our innate intelligence is made. With this change we show a balanced appreciation for both what we are made of and what we learn from others.
The Earth shows by example that symbiotic, cooperative experiences far outnumber those that are competitive. And we learn first from examples set around us. For those of us who, as educators, understand and accept that progressive reform supporting hope is our constant motivation, we need begin to include in general discussion the need for this evolutionary change to how we perform our function. “Learn from history, or be doomed to repeat it”, is wisdom enough to responsibly accept the challenge of our time.
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COMMENTS
BY Ted Kolderie Senior Associate Center for Policy
ON August 19, 2011 11:30 AM
The author describes accurately the “standard-enlightened” notion of reform. The results from the study in New York are encouraging.
But the recommendations, though useful—teachers observing each other; asking each other for advice—are minimal. There is no indication the author is aware at all of the developments in teacher-collaboration that go much further and that hold really encouraging promise for building the social capital she has in mind.
What’s appearing is the simple idea of organizing the school as a partnership of teachers, on the model common in most fields we call professional. These partnership schools exist. They work. They accomplish the goals the author has in mind. The growing interest on the part of the teacher unions, at both the local and national level, is now quite striking.
The idea is fully explained and real cases are described on http://www.educationevolving.org.
BY Archana Sridhar
ON August 22, 2011 09:07 AM
As an American expat living in Canada, one of the issues that I think is too often overlooked – including in this assessment – is the funding model for public schools that is based in large part on local/district property taxes, rather than allocated on a city-wide or even state-wide basis. In Toronto, the city’s school board allocates funding across the entire city in a fair way, to level the playing field for all children and make sure that resources for the basic right of education are spread out equitably. There are also innovative publicly-funded charter schools with different focuses (music, sports, LGBTQ, etc.) and parents can use a voucher system to transfer their children to other schools quite easily.
Overall, I think more scholars should look at the funding formula for public schools in the U.S., as discussed by the Supreme Court in their decision in San Antonio Independent School District v. Rodriguez, 411 U.S. 1 (1973). In the U.S., there are super-rich schools in the suburbs while there are under-funded and under-resourced schools just a few miles away. In my opinion, time spent on critiques of teachers’ unions or advocating for charter schools is just time wasted until the basic funding model is addressed.
BY Noah Geisel
ON August 23, 2011 11:19 AM
Interesting read, more so when taken in the context of a response to Waiting for Superman. In the face of many powerful and well-funded reforms that are often based on what intuitively makes sense, it is refreshing to see research behind the prescriptions. The findings about the principal strike me as especially important as our school leaders are spending 85% of their time on tasks that minimally impact student and teacher growth.
Some questions I would have been interested to see answered with the data that was gathered:
1. Did the selectivity of teachers’ colleges impact how much their students grew?
2. Was there a noticeable correlation between advanced teacher degrees and student growth?
3. How did teacher prep (traditional vs. non-traditional) impact students?
4. With the finding that consistency is important to both human and social capital, were there any patterns with the principals that lend support to strategies that will help with teacher retention?
5. Were there any findings in relation to the principals that concerned human capital?
BY Vanessa Wilkins
ON August 28, 2011 08:25 AM
Absent from this debate is any mention of the relationship between students and teachers. Great teachers not only understand how to teach a group of similarly aged students some specific content, but they care about the students as individuals and find ways to make the content engaging and accessible to each student.
I once toured an inner city school performing well above its peers where, “No significant learning occurs without a significant relationship” was painted prominently in the entry way. Just yesterday, my youngest daughter said, “John and I have a special bond,” referring to her first grade teacher. John is the best elementary teacher I have ever encountered and I have no doubt that every other child in his class would also say they share a special bond with him.
For children considered “at risk” this relationship is even more important as they often feel misunderstood, anxious and unprepared in a traditional classroom setting. Perhaps it is unrealistic for all teachers to be expected to form significant relationships with enormous classes of children who change every year. In this case, we need to consider changing our “batch model” education system to incorporate long-term mentors/role models/advisors who can shepherd children they invest in understanding through an educational system that incorporates technology and other blended learning systems to ensure children are reached at their level in a way that supports their learning style.
Program such as Friends of the Children provide long-term individual support on the periphery of schools to some of the most vulnerable children in the country. Wouldn’t it be wonderful if all children had an individual support plan that included someone who could shepherd them through a system with multiple options for learning and competence building?
BY Tim Scott, Assistant Superintendent, Southmoreland
ON August 30, 2011 11:15 AM
The article is an interesting read and very timely, yet the author’s failure to offer a viable solution to the issue of building social capital in schools and districts, unfortunately does not benefit practitioners, who are accountable for raising student achievement levels. In 2011, the Pittsburgh Business Times ranks the Southmoreland School District as the 18th most overachieving district in Pennsylvania. Six years ago, Southmoreland was in school improvement and the poorest performer in Westmoreland County. Since, we have implemented Richard DuFour’s professional learning community model of frequent teacher collaboration focused on improved learning and student achievement. The model is wholly based on the author’s vision of building social capital to improve learning. A great web resource is http://www.allthingsplc.info.
In order for schools to transform, however, school schedules must change to allow for teacher collaboration time to be built in as a routine part of the school day. This becomes a major sticking point because as all K-12 educators know, we’re prisoners to our schedules. It’s much easier and safer to recycle the same schedule year after year.
BY Joanne Yatvin, retired teacher, principal, distric
ON August 30, 2011 12:28 PM
As a former elementary principal at two very different schools, one for thirteen years and the other for twelve years, I am pleased to see research that confirms my personal experience. In both schools we were able to build a strong collegial environment that produced fruitful innovations and well educated students. Some important aspects of my job were to give teachers the best schedules possible with common planning times for teachers at the same grade levels, provide instructional aides during reading and math blocks, allow teachers to try new ideas that seemed promising, supply them with the equipment and materials they needed, listen to their problems, celebrate their successes, take the flack from the district office, deal with difficult parents, and explain to our community what we were doing and why. One summer I sat through a week-long summer math workshop (that I had already taken) with my teachers because I felt it was important to be shoulder to shoulder with them and because I wanted to know how they felt about what they were learning and how I could help them. Over all those years, I counseled a few teachers who were weak out of the profession, but mostly I helped teachers to rise to excellence—and some of them to local and national stardom.
BY Jane Sharp, retired principal, current School Boar
ON August 30, 2011 02:01 PM
In my twenty years as an elementary principal the most power tool I finally discovered was based strongly on the collaboration of teachers. It is called Professional Learning Communities and used common pretests and post tests on (state designated) units of learning. Grade level teams worked together to plan, teach, challenge those needing acceleration, and reteach as needed for mastery. What developed was a common feeling of respect, support, and shared responsibility for the progress of all children at their grade. My main job was to make sure their schedules allowed daily common planning time, obtain the materials they needed, facilitate a weekly whole school remediation/acceleration block, and daily be a cheerleader for what they were doing and the success they achieved. In our second year we were the only Title I school in our district to achieve NCLB AYP and in the following year were recognized by the state for success in closing the Achievement Gap between our subsidized meal and full pay students. Thank you for your research and report adding support to this organizational strategy.
BY Joe Beckmann
ON September 2, 2011 02:58 PM
As a long term consultant and observer of schools, colleges, students and teachers, I find this an oddly insightful and naive view of social capital. Most poignantly, the author’s view of “objective” data is simply wrong. All things quantified are not necessarily objective, but, at best, simply relative. And all things not quantified are not, automatically, subjective, but, at worst, inadequately documented. I’ve found, for one glaring example, looking at the AGE of students and their attendance rates often reveals grade retention or early promotion, either of which are far more consequential than grades, grade level, or, goodness knows, test scores. Systems that regularly retain low performers in standard tests ALWAYS have dropout rates beyond their peers - the Consortium on Chicago School Research proved that years ago, but it’s still a common practice. Teach ‘em they’re dumb and they’ll be dumb! Or at least smart enough to escape your punishments.
Conversely, her view that teachers teach best who learn from and teach other teachers is both obvious and insightful, since the “feeling” (really pretty subjective, indeed) of a school has demonstrable impact on how much, how quickly, and how usefully students learn and teachers enjoy their job. This view suggests that the easiest way to improve school performance is ... tenure and stability, which seem remarkably different from the tactics of the Obama education directorate.
Two specific problems I find with her view of social capital: it is not understanding the “developmental stage” of 4th grade that makes teachers better who teach longer in the same or similar grade. It is their comfort with the material. All 4th grade students are NOT at the same “developmental stage.” As Larry Cremin loved to say at TC many ages ago, the reason we have 8 grades in this country is that the first graded school, the Quincy School in Boston, was built in 1847 by a builder who, having appraised the site, built 8 rooms. There is NO developmental foundation for sequencing eight years, and therefor very thin if any foundation to presume developmental differences between an 8 year old and 10 year old are significant enough to have substantial impact. Yet there is plenty of reason to presume that Dick and Jane 3, after a few years of reading, gets better, worse, or at least easier to communicate to similar kids every year.
The other side of that issue of stability, incidentally, is just as important. Observing a 6th grade when teaching either a 5th or 7th will surely help know what teachers and kids expect. Frankly, observing anything will improve everything. As Louis Agassiz demanded of his freshmen in biology every year 6 weeks of “watch your fish” before testing the hypothesis that fish have bones, watching teachers teach and kids learn is itself a deep and moving, informing and refining experience. One does, however, have to know how and what to watch, which is only rarely a part of ed school, and even more rarely a part of supervisors’ or administrators’ orientation to creating social capital.
BY Katrahure Gjaja
ON September 7, 2011 03:23 AM
Finding a correlation between scores and social capital as well as an interaction between social and human capital with respect to math scores sounds very promising. But, there is no intervention that is being tested in this research. Coming from an experimental background, I am much more interested in what sort of intervention could the educational system test that would bring about such results. I believe it is a matter that is worth researching further, particularly the design of an intervention that improves teachers’ social capital.
BY Lee Anna Stirling, Education Consultant
ON September 7, 2011 06:34 AM
One of the points made in Carrie R. Leana’s article is that when teachers have collegial connections with various colleagues they are exposed to diverse teaching ideologies and strategies. With non-teaching time during the working day - and a school climate that normalizes teachers learning with and from one another - teachers can then hone teaching approaches different from the ones they usually use. Broadening learning experiences for students increases students’ engagement and thus focus and attendance. With collegial conversations and observations, teachers also have opportunities to further hone approaches they already are using.
Tim Scott’s point about teachers’ schedules and Joanne Yatvin’s points and examples from her practice illustrate the importance of school leaders in creating a climate and structures where teachers more likely will engage in professional conversations and collaboration with one another.
BY Reana
ON September 11, 2011 09:55 PM
I appreciate Carrie Leana’s article—though I don’t agree with her conclusions. I often am challenged as I am increasingly seeing that very few education researchers have taught in low-income settings.
The fact that teachers should collaborate more is a true one. Indeed they should. That said, if teacher collaboration was a benefit given the current talent pipeline, imagine the incremental benefit of improving the pipeline in the teaching profession. I do fully believe that teachers these days are doing the best job they know how—that said, I have heard many teachers say, “they don’t pay me for X, Y, and Z.” The reality is, with the state of education in our country, even though we don’t pay teachers enough, indeed the job teachers are signing up for is the challenging one of X, Y, and Z. That said, we need to improve the pipeline of teachers.
So I don’t disagree that teacher collaboration is important. I just think it’s value is even increased by having exceptional human capital in the education field that is collaborating.
BY JP Hatala
ON September 15, 2011 05:49 PM
Academia at any level tends to be less collaborative in nature then other professions. It’s mostly in part to the fact that there is an element of isolation, pride and ownership of curriculum that gets in the way. This is completely anecdotal evidence, but nonetheless is my hunch and is often more correct then not.
The authors in the study were able to demonstrate that a higher level of social capital improved academic performance of students. How much of a difference, I believe is not mentioned, but an increase was identified. In addition to my anecdotal evidence, I have spent some time conducting social network analysis in a number of schools and found very low connectivity among and between teachers. The principal of these schools were often shocked by the findings as prior to revealing the results we would have a conversation of how connected they thought their teachers were. Often, they came in 30 to 40% higher then what we found.
Their perception of an environment that was collaborative was not where they thought it was or should be. This made it easier to introduce interventions that addressed this. Typically, the starting point began with training teachers on how to get better connected with peers. More importantly, we had to identify the motivating factor behind why a teacher would want to collaborate more in the first place. Time after time, the motivating factor came back ‘if it makes the job easier, I’ll do it’. This became the driving force behind our efforts to increase the levels of connectivity.
Most importantly, as the teachers became more aware of the value that existed within their network and were able to leverage it, the more they thought about their students and how they could do the same thing. This new skill acquired by their students further simplified the teachers job because from being the only resource for help, the students could leverage others in their networks for support.
The study in this article represents a common sense aspect of improving workplace performance. However, we know that common sense is not always that common. Social capital, if leveraged, can improve performance ten fold. However, just because mechanisms are built to support connectivity, does not mean that individuals will have the skills to tap into these social resources. Collaboration, connecting with others, helping students connect is a skill that must be acquired if social capital is to be utilized. The good news is that, becoming a better networker is a learnable skill.
BY Deborah W. Meier
ON September 20, 2011 10:08 AM
Organizing schools for this kind of collaboration would be hard, but well worth it. However if all the teachers are really doing “collaboratively” is finding more successful ways to prepare kids for standardized tests, I’m not sure whether the time spent is worth it—although indeed it may produce better math scores. But as all math scores go up, the gap may remain the same or worse—and thus in the end it may not lead where we anticipate, We need more studies that look down the line at how our work influences young people’s thinking and doing. Also, probably there were not sufficient numbers of teachers in the study who taught multi-age classes or take kids from one grade to another Knowing one’s students well may be more important than just knowing that year’s curriculum well. The description of the principal’s workload sounds realistic but damning to the profession! A collaborative staff needs to include the principal’s input, and everyone needs more time to meet with families and observe classrooms. But principals, having a larger view of the schools situation—because they know it well—are also in the best position to “protect” it from inappropriate interference—the “political” side of their job. In a public system they ought not to have to spend time competing with other public schools for resources. The idea itself is ugly. And telling.
Deborah Meier
BY Robert Brady
ON September 21, 2011 10:02 AM
Its not the teachers’ fault our students are falling behind. Its the administration governing our school system. The belief that applying Standards that have been used for generations in today’s reality are out-dated. Its the curriculum that needs to change…..
BY Allison Walters
ON October 7, 2011 12:11 PM
I just had a quick question as I am looking over the comments about this article. How many of you who posted are currently teaching in a public school?
BY Rod Clemmons, Faculty, HOPE Foundation
ON November 3, 2011 10:33 AM
There is less collaboration going than the principal thinks. It is rare to find genuine collaboration through which there is complete openness, unrestrained sharing, and deep discussion. Time, opportunity, political correctness, and the established pecking order stand in the way. Further, collaboration must have a context and support system that builds a continuous loop of instructional design, judicious intervention, active engagement, assessment, and revision. Collaboration in such an environment becomes fully shared school leadership. Many schools that have adopted Alan Blankstein’s “Failure Is Not an Option” principles have experienced true collaborative transformation and unexpected success.
BY Marc
ON December 30, 2011 12:10 PM
I think this author does a great job highlighting factors conducive to building strong learning organizations. I also think the author should push the envelope and include students into the discussion of school policy and its implementation. If more information is necessary to improve instruction, why not ask those that are experiencing it first hand? There is a serious body of literature already out there that highlights the efficacy of student voice in school reform.
BY Chris Miraglia
ON March 3, 2012 07:15 PM
As a teacher in the public school system for twenty-seven years who has seen trends come and go, the collaboration model has most benefited me as teacher. I was involved with a Teaching American History grant for four years which changed my teaching. I was involved with a group of teachers who were willing to discuss pedagogy intermingled with content and I found that this was the atmosphere which I flourished. My teaching changed from being a status quo teacher to one that was willing to take risks and constructively assess my classroom performance. The statement in the research section that states “teaching is not an isolated activity” hits home. If I close my door to my peers and teach what I think is the most beneficial manner for my students, I create a myopic view of my teaching. However, when I discuss lessons with my history teaching colleagues (which I do weekly) I receive input that helps me grow as a teacher. I agree with previous comments about stability and turnover which have a dire effect on fostering collaboration. I only hope that our policymakers will have the foresight to embrace proven collaborative teaching models and provide our schools with capital to carry out such programs.
BY Laura Coscarelli
ON March 9, 2012 08:58 AM
Read about Learning Studios here: http://nctaf.org/learning-studios/, a model of teacher collaborative practice from the National Commission on Teaching and America’s Future.
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Our Institution needs a systemic shift in pedagogy. The model in place purposefully rewards the competitive aspect of human nature because it developed when accumulating resources on a global scale, through empire building, required an easily manageable populace. Industrialization made good use of the model as is this current protocol where the few are allowed to hoard resources (money) to the detriment of the many.
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