Category Archives: collaboration

It’s Okay to Share Your Work

It’s tempting to sit in the corner and then, voila, to amaze us all with your perfect answer.

But of course, that’s not what ever works. Seth Godin

The other day I gave a presentation in an undergraduate class about using social media in teaching. During the discussion, I was asked if students should continue to blog when they are done classes.

Yes. Continue to blog and share your learning. Make it a part of your professional practice. Don’t see it as an add-on but as part of your daily learning practice. Everyday is a Professional Development day. See your blog as part of your PD practice.

Blogging helps me to put my ideas down and work through them. Part of my online Portfolio shows the work that I am doing. It is also a place where I can share what I am thinking about, pondering, exploring,….. Blogging is a part of my Professional Development. Sometimes I blog openly about it but other days I write just to work through ideas and thoughts. Not everything needs to be published.

Ship before you’re ready, because you will never be ready. Ready implies you know it’s going to work, and you can’t know that.

The purpose isn’t to please the critics. The purpose is to make your work better.

Polish with your peers, your true fans, the market. Because when we polish together, we make better work. Seth Godin

This is the part with which many, including myself, struggle. When is it “ready”? That’s not easy to decide. Harold Jarche recent post a half-baked idea discusses why blogging is important for everyone:

“I’m thinking of doing some coaching in a few years and helping people make decisions around food and nutrition”, I was told the other day by a young man working in a shop. My advice was to start a blog: now. While he had no intention of freelancing for the near term, he needed to get his thoughts in order. A blog is a good place to do this over time. You can start slow. The process builds over time. My early blog posts were pretty bad but they helped me see what ideas I could revisit and build upon. And it took time.

“And it took time.”

In my post Blogging as a Professional I discuss some of the reasons teachers should blog and some of the things to consider when you start out one of which is “why” you want to blog. This is important for keeping your focus. It’s easy to begin blogging but it takes time to develop your voice and produce your best work. Todd Henry discusses this in his latest book Louder Than Words. He calls this the Aspiration Gap

“When this gap exists, it’s often due to high personal expectations founded in your observation of the work of other people you admire. When you are incapable of producing work that meets those high standards, it’s tempting to give up far too soon. For this reason, many people either quit or move on to something more “reasonable” simply because they were frustrated by their temporary inablility to achieve their vision”

One reason I blog is because it’s part of my professional mission

“To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connections, relationships and effective professional development.”

There are many people whose work I admire and follow. I don’t see my own work meeting those standards. Many days I hesitate to push “publish”. I know that being consistent is important just as it in any other aspect of life because it helps to improve your skills. To make progress we have to consistently practice. As Seth Godin says,

What works is evolving in public, with the team. Showing your work. Thinking out loud. Failing on the way to succeeding, imperfecting on your way to better than good enough.

George Couros, in his latest post The (Nearly) Invisible Portfolio, discusses his development of a portfolio (portfolios & sharing are today’s hot topics!)

The interesting thing about this idea is that my portfolio may have found you, or you may have found it, but in both cases, anyone can see it. There are different ways I can share my learning through different mediums. I love to write, but I also am able to share through visuals, podcasts, video, or things that I couldn’t even imagine.

But, as George points out, not all the learning he does makes it to the portfolio to be published

I also have the option of allowing you to see it or not. I do have spaces where my learning is for my eyes only, or in what I choose to share.

This is a crucial point. Not all we do is ready for shipping. The learning process isn’t about publishing everything. Some works are in the incubation stage, some are in the development stage and some are at the sharing stage.

You should ship when you’re prepared, when it’s time to show your work, but not a minute later. Seth Godin

Sharing our work isn’t easy but it is necessary for growth and development. Feedback from others helps us to reflect on the work being done.

How are you continuing to develop and learn as a professional? Are you sharing that with others and getting feedback? Do you have an online portfolio? Are you shipping?

Your mindset and attitude influence your success. What’s yours?

I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read

Go Ahead – Try It On!

Trying Things On

I have a confession.

I like to go shopping.

Yeah, it’s a bit weird but I like to wander around stores and look at what’s new.  I use to enjoy going shopping with my girls when they were younger (and would let me go along!)  Now, my boys and I sometimes just spend an afternoon wandering around and looking at different things.

Sometimes, I even try things on. Things don’t always fit like I think they will. My mind’s eye doesn’t always give me an accurate image of what things will look like once I actually try them on. Sometimes things that I did’t think would look that great look pretty good.

It’s like that with many things in life. We don’t know how things will really turn out until we overcome our fear and try them.

John Spencer’s latest post The Unintended Consequences of Doing Creative Work explores what happens when someone is working through the creative process.

More often than not, the unintended consequences are actually both negative and positive at the same time.

It’s neither all positive or all negative, unlike how we often imagine things working out – we tend to see things as either/or not a messy both.

It’s Scary – the Fear is Real

It’s is scary and difficult to try new things. We don’t know how they will turn out and we tend to imagine things that don’t happen – we convince ourselves that it’s not worth the risk. We talk ourselves out of trying something on because, well, we just know it won’t fit.

Polish less

Polish more

Average it out

Respect the status quo

Wait

Don’t even bother Seth Godin

This is spills over into the classroom. Instead of trying something different or giving students different options, we stick with what we know. It’s less scary. Our students learn that taking chances and trying things on is scary and, well, not really worth it. Yes, there are sometimes negatives that come along from trying things and being creative but, often, they aren’t what we think. The world does not end. In fact, if we are open to learning, we grow and develop from these experiences whether they are positive or negative.

Rejection Proof is one person’s experiment in learning to deal with rejection – in trying to things on that they were scared of doing. Jia Jing asks

What is this rejection? What is this monster that cripples us?

Try It On – It Just Might Fit

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Trying things on is taking an opportunity to see how something might fit. It doesn’t always fit but sometimes things fit that we didn’t think would. And sometimes, things we thought would be great, well, just don’t turn out that way.

Often, we take someone along with us to get their opinion. We value the input of others. We get insights about how things look from a different perspective.

What if we did this in school? What if we asked someone else for their opinion as we try something new? What if we asked our students what they might think would fit?

Do we give them feedback after they try it or do we discourage them before they even try?

Your mindset and attitude influence your success. What’s yours?

I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read.

It’s in the Details

We do get bogged down by obstacles. They grab our attention. We spend time pondering how they got there. We even spend energy being angry about them. None of this is helpful. We have to look for the openings, choose well, and find our way around them.  Rob Hatch

How often do you hear someone wishing they had more freedom? Or opportunity?

I know I often said such things as I looked out onto a world and thought I was being held back.

Turns out I was but the reason wasn’t linked to someone else.

I was that someone.

Often, instead of seeing the opportunities, I was focused on barriers. Instead of choosing freedom, I chose to acquire more responsibilities.

When in doubt, when you’re stuck, when you’re seeking more freedom, the surest long-term route is to take more responsibility.  Seth Godin

In a world where possibility surrounds us, it can be difficult to admit that we are responsible for our own freedom in different ways. I would often look around and see what others were doing, seeing what I believed to be the freedom and opportunity they had compared to my own, mostly self-imposed, limitations.

As an school administrator, the frustration and stress grew with mounting expectations. Instead of seeking the knowledge and expertise of the people who surrounded me, I forged on, almost wearing the frustration and responsibility like a badge.

Responsibility without freedom is stressful. There are plenty of jobs in this line of work, just as there are countless jobs where you have neither freedom nor responsibility.  Seth Godin

Part of the issue was my attitude was keeping me in a place where there was little opportunity for freedom despite a great deal of responsibility. I was afraid of “freedom” so it was easier to take on more responsibility hoping it would somehow lead to more freedom.

A Feeling of Dissonance

The lack of freedom created a dissonance in the work environment. The increasing amount of details that educators are required to deal with and work through each day, to the “follow the plan, do the initiative, fill in the form. Don’t make mistakes.” creates a dissonance when they are also urged to “take risks and be innovative”. This type of dissonance, like the dissonance of a sound that is off, creates stress that drains creativity and energy.

Expectations and responsibilities are part of any work. It’s how these impact the environment, work culture, and individual performance that is important. When we experience a dissonance, it bothers us and makes us uneasy. We want to correct the dissonance. Much like attention residue that results from multi-tasking which prevents you from moving smoothly from one task to another.

it is difficult for people to transition their attention away from an unfinished task and their subsequent task performance suffers. Sophie Leroy

This dissonance continues to impact all aspects of the learning environment. Students and teachers are affected between the dissonance created when what is said doesn’t align with what is expected. “We want our students to be risk-takers and collaborators – but our reporting system rewards individuality and conformity” 

 It’s In the Details

Now,  Details matter. As Dean Brenner discusses, details are important

But the amount of detail we discuss in meetings and presentations, and the way in which we communicate it, is a daily source of frustration in many work cultures.

Often, there is an overwhelming amount of detail, in the form of data, provided to educators. This increased amount of detail becomes an overwhelming point of stress, not because of the detail but the lack of opportunity to reflect and integrate into the current situation and to make adjustments and changes indicated by the data.

No one wants their time wasted. You must walk into the room ready to get to the point. You should include enough detail to satisfy the expectations and facilitate discussion, but not so much that everyone is looking at their watches. (Or, in the case of a classroom, the floor, the ceiling, out the window or in the desk!)

This applies to all parts of education – we want people to be empowered to learn and develop. In an educational setting, we should

Be ready to go deep, but allow the audience to take you there.

In classrooms, staff meetings, professional development, and presentations is the audience allowed to direct what takes place?  What if those sitting in the audience were provided the opportunity to go deep?   How often do you attend a workshop or PD event where a presenter makes some great points but there isn’t time to reflect? Why doesn’t this happen more often?

Your mindset and attitude influence your success. What’s yours?

I’d love to hear you comments, ideas, and thoughts. Thanks for reading and sharing with me.

That’s Why We Hired You

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A few years back, my daughters were given the responsibility of running the local swimming pool for the summer. They were hired by the local pool board and given the responsibility of getting the pool ready for the upcoming year. There was a manual and a someone who worked on maintaining the mechanical aspects of the pool but they were responsible for the rest. The one hired as the general manager asked the chairperson how she was suppose to learn all that she needed to do. I absolutely loved the response, which I was fortunate to hear because, in a small town, they were discussing this in our kitchen:

We hired you because you are smart and capable. We know that you have the skills necessary to do what is needed. We will support you and I can tell you who you can contact for help but you are the manager. You and your staff will need to keep the pool up and running and I can’t be leaving work to help you out. I’ll do what I can but we have full faith that you will be able to do what is necessary. That’s why we hired you.

And the girls did just that. It was one of the best learning experience my daughters had before they went to university. To this day, they talk about how much they learned. They still get the odd phone call from new managers about how to do things.

Trusted Them

Did they make mistakes? You bet they did. Were there stressful moments? Yep. I was privy to some “deep discussions” (arguments) between the two sisters about everything from schedules to expectations of staff to expectation of patrons to what pool toys to purchase (who knew a blow-up whale could cause so many problems!) The board trusted these young people to do what was right and make good decisions and were rewarded for that trust with hard work and young people who gave it their all (and a lot more) and provided a great service to a small community.

 Grew Their Strengths 

There were courses to take and tests to pass, inspections to meet and technical aspects to master. Each one required different strengths to be developed. Each girl had different strengths which they were allowed to use – to grow. Because they were allowed to use their strengths they were willing to take risks.  And when something wasn’t a strength? Fortunately each of the girls that worked (and they were all girls) had different strengths which they used. Sometimes, it took the intervention of someone to point out that maybe someone else might be better suited to organizing the swimming lessons or managing the chemicals and ensuring that all safety standards were met.

Did they always use their strengths? Nope. In fact, stubborn determination sometimes meant they had to learn through mistakes. But, mistakes they did make and learn they did. For three years, this group managed an outdoor pool in a small town, taking it from losing money to breaking even. All have gone on to other things but each of them grew in so many ways during that time.

I was fortunate to be able to learn with/from them.

Educational Leadership

The role of school leadership and it’s impact on change and innovation has been well documented and discussed. There are different opinions as to the exact extent of the impact that school leadership has on student achievement or the changing role of school leaders in schools today. As a former school administrator, there always seemed to be a wide array of opinions about what I should be doing as a leader and what my role was as a leader within the school and the community. Having been an administrator in 8 different schools in 5 communities, my experiences were different and unique in each setting. Although there were some things that were similar, each school and community was unique with its own set of characteristics, strengths, and challenges.

Seeing Strengths in Others

In education, we traditionally focus a great deal of attention on weaknesses or areas of improvement. A great deal of Data Driven Decision-Making is focused on identifying areas for growth – areas of weakness – that need improvement. One of the primary responsibilities of an educational leader is to use that data to identify areas and implement initiatives to make improvement. A lot of time and effort is spent on looking for deficits.

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It’s somewhat similar at all levels. Identify weaknesses and areas for improvement. Focus on these.

But what about Strengths

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Which Strength?

As an administrator I spent so much time focused on identifying weaknesses in everyone, including myself, but not nearly enough time identifying strengths and helping people use and improve them.

What I learned from watching my daughters was how important it was to focus on strengths – grow them, improve them, nourish them. Through a collaborative team effort where people’s strengths are combined, the synergy of the team leads to even greater growth and development, especially in areas of strengths.

Liz Wiseman in Multipliers identifies 5 traits that leaders have who grow people – develop them and allow them to improve.

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And areas of weakness? They improve but, more importantly, they aren’t used to hold someone back from progress and growing.

Differentiate to grow Strengths

Too often an inordinate amount of time is devoted to weaknesses instead of building teams that are strong because of the variety of strengths the people on the team possess. Teachers, for the most part, spend their days working in classrooms with students. Many teachers are themselves Multipliers, helping students to grow and develop strengths. However these strengths aren’t the one’s found on tests or reflected in test scores which shifts the focus away from helping both teachers and students grow and develop their strengths.

Too often, time is spent trying to improve areas of weakness that result in minimal improvement while areas of strength are left without development. This stifles growth and drains students and teachers of energy. To have innovation, supporting people to use their strengths gives them the freedom to develop these and improve.

We tend to think of innovation as arising from a single brilliant flash of insight, but the truth is that it is a drawn out process involving the discovery of an insight, the engineering a solution and then the transformation of an industry or field. That’s almost never achieved by one person or even within one organization.

If we truly are looking for innovation in education, focusing on improving deficits will not bring that innovation. Instead, allowing people, teachers and students, to use, develop and grow their strengths through collaborative efforts and connecting provides opportunity for creativity and innovation and the possibility of transformational growth.

How are you growing others strengths? How are you growing your own strengths? I’d love to hear your experiences either of helping others to grow or someone who helped you and the impact it had on you.

Blogging as a Professional – Jan. 28th #saskedchat

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Blogging as a professional

The January 28th #saskedchat explored Blogging as a Professional.

Now, there has been a great deal written about the benefits of blogging and many connected professionals who do a great deal of blogging will attest to the benefits. Teachers who have a classroom blog discuss the many benefits to the process of blogging for their students.

As someone who has blogged off and on for years, I started my first blog in 2007, and have averaged about 50 posts a year for the past few years. Like many educators, two things with which I struggle are consistency and topic choices.  These were two of the topics that participants discussed during the #saskedchat on January 28th.

Consistent Blogging

Like many educators, finding time to “add” blogging to my own schedule was very difficult. In discussing blogging with other educators, this is one thing that often comes up. Many of these educators actively participate in online communities are indeed “connected educators”. However, the practice of blogging has not become a regular part of their routine.

One of the things that I have learned that in order to consistently do anything, you have to approach it from a positive mindset and be prepared to do some hard work.

It’s like any new action item you want to do whether it be exercise, eating healthy, quitting a bad habit or just being better organized, there is a process to that you need to develop to be successful. I have read a number of those “Do It Like Successful People Do It” whatever the “It” might be. Each person had a different way of approaching their goals, tasks, daily routines, etc. but what seems to be consistent in the literature is:

1. Plan for it.

2. Make it part of your routine

3. Say “NO” to something else

4. Set yourself up to succeed

5. Check on your progress, adjust, and move forward

Something else that consistently is discussed is to follow your own path.

Todd Henry talks about this in his books The Accidental Creative and the follow up Die Empty when he discuss Periphery Paralysis. Too often we get sidetracked by what others are doing or saying we should do instead of looking at what we are doing and focusing on our own creative works. We forget to look at our own strengths – many of us begin to doubt our strengths. Instead, in a world that is filled with constant bombardment of information, we begin to lose our own sense of self as we are asked to do more and more of what others deem is important. To avoid this paralysis, you need to focus on your work and building your own body of work not someone else’s.

So, how do you go about blogging as a professional? Well, from my many false-starts, limited bursts of consistent blogging and experience, the process I would suggest looks something like this:

1. Decide if you really want to make this part of your routine. Maybe it’s not the right time for you and that’s okay! You can’t follow the path of others – you need to walk your own. If you feel it is a good time to add this to your routine, move to the next step.

2. Ask yourself why you want to blog. What is your personal mission statement and how does blogging help you fulfill that mission? This can help to focus you as you begin. This isn’t a “One Mission for Eternity” thing, you can decide to change your focus later on but what is driving you to blog? Even if this is an assigned task, what will focus and ground you? Why do this?

My mission “To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connecting, developing relationships and effective professional development.” Part of this mission is to continue to assist teachers to connect through #saskedchat and other formats and connect them with other amazing educators locally and globally.

3. How will you make it part of your routine? What will you do make time to write your blog? What might you have to change to make this work? In his book The 5AM Miracle Jeff Sanders explains that you don’t have to get up at 5AM but rather it is about

 the abundance of opportunity that presents itself when you live each day on purpose.

In the book, Jeff outlines The Ideal Morning, The Ideal Evening and the Ideal Week. In each of these, you purposely set out what you will do with the time you have. Remember this is if the week were “Ideal” but it does get one thinking about how to allocate time and what you are doing with the time you have each day. Blogging shouldn’t be an add-on. Instead it needs to be part of your routine. This leads to the next point.

4. Write consistently. Whatever you decide, every day, Monday, Wednesday, Friday, every Saturday morning, it’s up to you. What I have learned is that if you are able to consistently “ship your work”, as Seth Godin  suggests we should, then do this consistently. Consistent writing will help you to improve as a writer. Give you specific deadlines and goals to work towards. It will also help you to move to the next stage.

5. Write about what matters to you. Your topics need to be find their voice through you. There are all kinds of suggestions for the ideal length of all things on the internet and specifically for the length of a blog post.  My suggestion is to keep it shorter to begin with and work at finding your space. Include graphics and links but don’t over use these so they break up what you are trying to say.

6. Topics – this is an extension of the last point. I often thought I would have trouble finding topics. However, after reading Become an Idea Machine: Because Ideas Are the Currency of the 21st Century by Claudia Azula Altucher I began to keep a log of different ideas. I have a small notebook that I use to jot down ideas for blog posts, and anything else that pops into my cranium that I carry with me all the time. I then transfer these to a running list of blog ideas that I have – I’m up to over 100 ideas. I started with the writing examples from the book and then began to add my own based on what I was reading or watching or discussing. Short on ideas? Check out James Altucher’s post The Ultimate Guide to Becoming An Idea Machine for inspirational places to look for ideas.

Blogging shouldn’t be a chore. If it is, then maybe you need to reconsider your “why”. Or maybe you haven’t found something that you can run with yet. I know I needed to schedule it into my day, prioritize what I was doing and get rid of a few things. Becoming effective is different than trying to be efficient. When I was looking at doing things from an efficiency point of view, I would add small tasks that I could get done quickly and efficiently but I wasn’t giving myself time to do “deep work” as Cal Newport describes the work we do when we focus on a specific topic and delve deeply into it.

You might have to say “NO” to something or examine what you are doing and decide that things need to change. From experience, adding it to an already full day without planning and developing a routine doesn’t usually work. Instead, like making a decision to live a healthy lifestyle instead of “dieting”, there will need to be decision that you make and routines that you need to change. It might take a while and you might experience a few setbacks – I sure have! Don’t let these discourage you. When that happens, reassess where you are, what went right and what went wrong. Make alterations and get back at it!

I look foward to hearing about you blogging and any ideas you have for incorporating blogging into your professional, and personal, life.

You Know Enough – Now Start

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Starting…..

It’s hard. It requires taking that first step. Of following it with another. Of having to get back up if you fall down. Learning to walk is tough but small children soon learn all the complex steps in taking one step, then another, then another… then they’re running.

Getting started on making change or reframing the work you do is the same way. It’s hard to get started. You cling to the furniture around you, balancing yourself, looking longingly at the open space in front of you yet not wanting to fall. Maybe just a bit more studying that space….

In a world filled with so much information, when will it be enough learning before it transfers into motion forward.  Maybe if I read more a few blogs or papers or books….. but there isn’t enough time to read it all but maybe just a few more…. the open space beckons you.

but it’s not just the information. It’s the fear. Fear of failure. Fear of going unnoticed. Fear that it won’t work out.

Fear… it holds us back, whispers all sorts of discouraging words,keeps us from even trying. We often don’t have to worry about failure because fear keeps us from trying.

Starting……

When I first began teaching I wasn’t very good. I might have been awful but for the fact that there were other teachers around me whose classes were a lot less exciting than mine. Mind you, I taught Arts Ed, Phys Ed and some English and there were days when it was VERY exciting.  In art – all kinds of things happen when you give 26+ grade 7’s some coloured ink, lino boards, paper and rollers and  instructions that aren’t quite as clear as you thought they were!

Graphic Art!

But I started. Each day, I’d try again. Each evening I’d spend hours trying to figure out what I could do differently or what I might change or….. it was exhausting but exhilarating at the same time but I knew I was missing something. I’d walk past classrooms and … well my classroom wasn’t like that!

Starting…..

Somewhere along the way I began to study teaching: teaching strategies,  methods, assessment, planning….. I began to think that if I could just read the right books or find the right method or strategies then I would become a “good teacher”.

Heck, I wasn’t even shooting for “great”! I wanted to be good. Solid. Not stellar. No way, because then you would stand out and people would up their expectations.

Good Enough…. but that wasn’t me.

I was always trying new strategies and methods in the classroom, experimenting with new configurations for learning, different assessment strategies and ways of students presenting their understanding. Somewhere along the way I stumbled across Wiggins and McTighe’s Understanding by Design, Tomlinson’s Differentiation and then both together! Rubrics, feedback, multiple assessment options for students. No two years were the same – with each class I learned that I would have to make changes to meet their learning needs – even though I didn’t really know that was what I was doing at the time.

Starting….

Along the way I was fortunate to work with some great teachers. I mean, really great. What made them great? Their planning? The strategies? The assessment? I spent time trying to figure it out and it was right in front of me all along. See, great teachers begin with the end in mind – they begin with student. Relationships are the foundation. They don’t give up on students. Student growth and development are their focus. They ground their work in the relationships they build with their students.

It took me a long time to figure that out because I was looking in the wrong place to start. I was looking for the method or plan or organization or strategy when, all along, great teachers begin with relationships. All they do is linked to the relationships they develop with students, parents, colleagues, administrators, and community members.

Starting…. 

They aren’t afraid to try new or different things for fear of making mistakes because they know that those mistakes are great opportunities for learning with their students.

 I think we need to do serious hard work in producing alternative models without being tied down to what can be implemented in the short run. I think if we take industries like aircraft, or any big industry, they are spending large resources on planning for the day when they know that what’s cutting-edge today is going to be obsolete. The education world has to learn to put a fraction of its resources into what cannot be done today, but can be, but which can stand there as experimenting, as working with visions of a possible future. Seymour Papert 

They don’t shy away from incorporating technology because they understand that when pedagogically driven, technology can enhance the learning experience. They are always reading and questioning what they do in the classroom because they are a true life-long learner, curious about the world around them.

They aren’t afraid to start even though they don’t know all the steps. See, these teachers have a secret that they share with everyone and that secret, which took me so long to figure out was …….

Just Start

Reframe the Story

It begins with the relationships in the classroom. You can be innovative and creative, I sure was, but I didn’t pay attention to that relationship piece. Somehow I missed that part. See, lost in the search, lost in the reading and reflection, missed in the implementation was just how key relationships are to the classroom.

For me, it took my own struggle with “what am I missing?” and the frustration of not “getting it” to finally cast aside my preconceived ideas about what it meant to be a “good teacher” and reframe – what made me a good student? What drove me along? Why was I motivated to learn?

Yes, part of it was a desire to learn but part, the part I wasn’t always aware of, was the relationship I formed with others as I learned and the key the instructor/teacher played in the learning. When learning begins with relationships, teachers begin to put that little bit of energy into developing for the future. They aren’t content with what they are doing today but are looking forward to see what might be tomorrow.

So, what does your today and tomorrow look like?

 

#saskedchat – November 12, 2015

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Our topic for the November 12th, 2015 chat was Moving from Teacher Competition to Collaboration. The participants were eager to explore this topic and had great insights into the reasons why competition sometimes masquerades as collaboration and how, at times, cooperation can be substituted for collaboration. Both Competition and Cooperation allow school staffs to get things done and to get started on initiatives and implementation. Teachers are “involved” in the the implementation but it’s not their implementation. Collaboration is not something most people do naturally. We’ve learned to cooperate with others but collaboration is more than just cooperation.
Professional Learning Communities co-creators Rick DuFour, Rebecca DuFour, and Robert Eaker would define collaboration as teams of teachers who work interdependently to achieve common goals — goals linked to the purpose of learning for all — for which members are held mutually accountable. This type of definition seems to take all the fun out of teacher planning time, but it is exactly what needs to be in place in order to build strong students and strong teachers.
It’s more than just working together and includes setting goals, timelines, data, checkins, planning, reflecting, sharing ideas, disagreeing, readjusting, and making adjustments. In my own experience, there is often a big emphasis on everyone getting together and not rocking-the-boat which often means that some things are ignored or let go in order not to make waves. Part of collaboration is everyone working together, putting effort towards achieving a goal/set of goals and, sometimes, crucial conversations are necessary to continue progressing. During a time of increased public scrutiny of education, a solid and united front becomes more important than innovation and creativity.
Competition is something that isn’t regularly discusses but can lurk in the halls and staffroom, undermining the best intentions of teachers and administrators. In a period of school ranking, student testing, and reform implementations, schools have become grounds for competition where one-up-manship can become more important than doing what’s best for students. Educators get caught up in “Edu-speak”, discussing education and learning in such a way that few outside their own circle can understand what they are saying, creating a further barrier.
Another dark side is the implementation competition in which schools are compared to one another in the relation to how well they are implementing particular programs. In all these cases, instead of sharing and collaborating on projects, schools and teachers are “compared” to others to see how they measure up with the general public being brought into the mix through published school rankings.  Often competition becomes a comparison with winners and losers. Social media can act as yet another avenue for school competition as schools, instead of collaborating to improve learning, become a “Look what we are doing!”.
Don’t get me wrong, teachers need to connect and share, working together to be better but they also need to leave the ego at the door, be willing to try things, admit mistakes, participate in reflective discussions about the work that is being done and explore innovative and new ideas about learning. It won’t be easy or without issues, there may even be disagreement. But, if the goal really is to do what is best for students, can anything less be acceptable?