Leading a Learning Community
Leadership Dimension #3
Introduction:
The administrator nurtures and sustains a school culture that values and supports learning.
Administrator Descriptors:
- embodies a personal commitment to learning and promotes life-long learning for all members of the school community
- fosters a culture of high expectations for students and staff
- facilitates meaningful professional development for staff and promotes continuous learning throughout their careers
- engages parents/guardians in all aspects of student learning as appropriate.
The administrator nurtures and sustains a school culture that values and supports learning.
Administrator Descriptors:
- embodies a personal commitment to learning and promotes life-long learning for all members of the school community
- fosters a culture of high expectations for students and staff
- facilitates meaningful professional development for staff and promotes continuous learning throughout their careers
- engages parents/guardians in all aspects of student learning as appropriate.
List and Identify Evidence/Artifacts:
There are many ways I have lead a learning community this year. I think that through modeling I have been able to transfer my love of learning to many staff members. I regularly email staff members articles directly associated with curriculum and pedagogy. I have sent links to nearly all of the staff members regarding their various disciplines. I am cognizant of how much I send out and to make sure the articles are relevant and timely. I have also regularly contributed to the staff bulletin with links to articles and blogs that underscore some of the current trends in education today. As an administration team, we are constantly sending each other articles, videos or blogs, that add it some way to the work we are doing. I like to think that we are open to all points of view, looking at articles that both reinforce what we are trying to achieve and those that challenge current trends. I am also the University Liason and have worked with University staff and faculty to ensure a positive learning experience for both the student and partner teachers. At SCHS we now have 9 student teachers in the building adding energy and insight along with challenging and developing our staff. This is the largest contingent of student teachers we have had in the last few years! I like to think that the teachers in our school were willing to invite a student teacher into their classroom because they knew they would have my support if they needed it.
By far however, the way in which I lead a learning community is through my work with the Beginning Teachers Initiative. The program itself is evolving and this year we have 20 participants and not including the student teachers who join us during their practicums. We have expanded the sessions to not only include our regularly scheduled CofP days but have also added four more. These teachers are meeting face-to-face, approximately once a month. I have been witness to their growth and confidence as teachers as well as their willingness to take risks and do some cross-curricular and cross-graded work. Their growth has been amazing. I designed the program to allow them a place to connect with others. They are not only given support by each other but also from me and from the division coaches, Carol and Mili. Manny, Mili, Carol and I have collaborated on the content and design of the initiative. I have had a variety of people speak to their area of expertise to give these new teachers a grounding in the Rocky View philosophy, values and mission. For most of the beginning teachers, this has been a positive experience. We are beginning the process of reflecting on and planning for next year's Community of Practice. This has been for me a great way to lead a learning community that is integral to the growth and development of the teaching profession.
By far however, the way in which I lead a learning community is through my work with the Beginning Teachers Initiative. The program itself is evolving and this year we have 20 participants and not including the student teachers who join us during their practicums. We have expanded the sessions to not only include our regularly scheduled CofP days but have also added four more. These teachers are meeting face-to-face, approximately once a month. I have been witness to their growth and confidence as teachers as well as their willingness to take risks and do some cross-curricular and cross-graded work. Their growth has been amazing. I designed the program to allow them a place to connect with others. They are not only given support by each other but also from me and from the division coaches, Carol and Mili. Manny, Mili, Carol and I have collaborated on the content and design of the initiative. I have had a variety of people speak to their area of expertise to give these new teachers a grounding in the Rocky View philosophy, values and mission. For most of the beginning teachers, this has been a positive experience. We are beginning the process of reflecting on and planning for next year's Community of Practice. This has been for me a great way to lead a learning community that is integral to the growth and development of the teaching profession.
Reflection:
Despite being a first year administrator, the Beginning Teachers Initiative is one program I would be hesitant to give up. The importance of supporting beginning and new teachers is something that is generally lacking in the teaching profession. If there is no formal program in place, new teachers can find themselves in an isolated and overwhelming situation. Literature would suggest that we lose half of our beginning teachers by the time they get to five years experience. How many of these teachers are exceptional? Unless we support our new teachers in a structured and formal way, we may lose some of the best and brightest! I am passionate about this program and although it sometimes adds additional stress to an already incredibly busy job, I would have it no other way. I think I do an exceptional job with these young teachers and in the leading, development and design of this program.
Areas of Growth/Areas of Excellence:
As mentioned earlier, I think this is one of my strength areas as an administrator. I have a passion for learning and have devoted my life to developing and enhancing others.
What I do need to work on however, is collaborating with others. I tend to favour working alone, but this year has taught me the value in working with others. I am trying to remain open to all viewpoints and suggestions. Again, I am a work in progress!
What I do need to work on however, is collaborating with others. I tend to favour working alone, but this year has taught me the value in working with others. I am trying to remain open to all viewpoints and suggestions. Again, I am a work in progress!
