Collaboration Collisions

In an article by Elena Aguilar entitled Teacher Collaboration: When Belief Systems Collide Aguilar shared that it is impossible for groups of educators to work together without conflict.  The job that we do, as educators, is truly a personal job.  Our personality and our ideals can be seen in our lesson plans and can be heard in our conversations with students and peers. Her research states that our beliefs systems drive our work in schools and these beliefs will "rub up" against others and lead to conflict.  Conflict is not bad.  When people with differing beliefs systems can come together and share what drives their decisions in the classroom and find common ground, conflict can drive a team towards a common goal.  The problem arises when one feels their way of thinking/ doing is the only "right" way or when groups of people do not articulate their belief systems which leads to misunderstandings and strife. Aguilar also shares 6 ideologies that influence educators' decision making (taken from the book Cognitive Coaching by Robert Garmston and Artgur Costa):

1. Religious Orthodoxy: This ideology aims to teach the habits and values that will lead to that religion's realization of how life ought to be lived in accordance with that faith. Educators driven by religious orthodoxy strive to help students learn appropriate norms and morality and to conduct their lives according to these norms.
2. Cognitive Process: Educators who are primarily aligned to this stance believe that the central role of schools is to help students learn to think, reason, and problem solve. Cognitive processors select instructional strategies that involve problem solving and inquiry.
3. Self-Actualization: Those who believe in self-actualization believe that the purpose of teaching is to bring out the unique qualities, potentials, and creativity in each child. They value student choice and self-directed learning and are keen to provide for students' unique and multiple needs, interests, and developmental tasks.
4. Technologist: Technologists place strong emphasis on accountability, test scores, learning specific sub-skills, and measurable learning. They might be "driven by data," and frequently use terms such asaccountability, time on task, mastery, diagnosis, and prescription. This is an ideology which as been adopted by many policy-making bodies in recent decades and is associated with external assessments, high-stakes testing, and teacher performance.
5. Academic Rationalism: Academic rationalists believe that knowledgeable adults have the wisdom and experience to know what's best for students. They often deliver teacher-centered instruction, are drawn to the Classics, and use instructional strategies such as lectures, memorization, demonstration, and drill. They evaluate students through summative exams and content mastery.
6. Social Reconstructionism: Social reconstructionists believe that the purpose of education is to help students become good citizens who can help take care of the world. They view learners as social beings who ought to be concerned with social, political, and environmental issues. They believe that education is an instrument of change and that schools are an institution charged with the responsibility of bringing about a better future and world.

I would like for everyone to take time this week and read the above descriptions to identify which of these beliefs drive you the most.  I will be discussing these in one-on-one meetings with homeroom teachers but don't be surprised if I stop and ask any of you what belief do you mostly operate under.  Talking it out now can save us so much more time in the future.  That saved time can be used to focus on our kids and their growth!

Have an awesome week!- Angela

April 11-15, 2016

Monday, April 11

• One on One Mtg (Please look for an email later today with your individual times- homeroom teachers ONLY)
• Committee Mtgs at 3:30 in Cafe

Tuesday, April 12

• Arts PLC at 1:45
• Progress Monitoring of Yellow Students
• Child Abuse Prevention Mtg at 3:30

Wednesday, April 13

• Progress Monitoring of Yellow Students
• Hill out until 9:30
• K/1 PLC at 10; 4th,5th and 6th PLC at 11; 2nd/3rd PLC at 12:15
• Hill Skype Mtg at 12:30

Thursday, April 14

• Hill at Regional Meeting 9-12
• EC PLC at 12
• SST Mtg at 3:30
• Hill out at 3:30
• Skype Interview at 4:30 (includes dept. chairs/leaders)

Friday, April 15
Nothing out of the ordinary :)

This Week:

• Final Observations of Staff Members Begin
• Last Two Art Staff Observations