This chat grew out of a discussion of teacher jealousy and rivalry.
To read that discussion, go to the archived string we've entitled "Battling
the Green-Eyed Monster of (Teacher) Jealousy."
Chris, a middle school principal, asked readers to suggest ways a principal
may schedule sharing times during staff meetings.
I liked the idea of having folks share some effective practices during
a staff meeting. How many staff did you have? We have one hour and about
30 staff attending our meeting. I'm thinking that unless everyone is asked
to share problems could crop up. Would there be enough time? If not, how
might it be structured so it would work? Any thoughts?
-Chris
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Trish elaborated on ways that affirmation and sharing happens on her
staff.
Your are right Chris, there is not enough time at a staff meeting to
do this. We have over 45 people at our staff meetings with a one-hour time
limit as well. What we do, however, is have a part of the meeting (in the
beginning) for "connections." This could be anything like thanking
the librarian for helping gather materials for an assignment (like the plug),
or the principal thanking the staff for a well-organized patent teacher
conference. Sometimes three people talk sometimes it depends from meeting
to meeting.
This year we did form a critical friends group where teachers speak about
assignments that went well as well as asking for help with assignments that
failed. I do not see an hour staff meeting as a time to share effective
teaching practices...not enough time. I do see people doing this every day
at school...in the hallways, after school, during lunch. We just do not
all see it at the same time.
-Trish
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Chris continued to consider this idea.
Hmmm...
Maybe if I ask a team to share effective practices at each staff meeting.
So one month the 6th grade teachers will all share...or maybe could do it
by subject....naahhh.....by team.
-Chris
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Rick explained how his school scheduled professional sharing into staff
meeting times.
For several years we had folks at faculty meetings share ideas by department
along a certain theme, one lesson or idea about reading comprehension from
every department; another meeting: one lesson or idea about differentiated
instruction; another meeting: one lesson or idea about authentic assessment.
At another meeting: they'll share one about interdisciplinary instruction,
then study skills, then character education, and so on. It worked well.
We devoted half the meeting to it.
The administration really had to focus the rest of the meeting only on those
things that we had to discuss as a whole group. Everything else had to be
put in the weekly Principal's newsletter, on an e-mail "fan out,"
or discussed in a smaller committee on another day. In addition, departments
rotated through a schedule in which they submitted instruction and assessment
ideas to an "Instructional Roundtable" portion of the weekly (or
monthly some years) newsletter we had for the faculty. --
-Rick
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Kathleen told how her school scheduled literacy sharing by having teachers
visiting each other's classrooms.
We are doing some of this right now. We have literacy team meetings.
The focus of these meeting is for us to first share what we each do in our
classroom when we teach literacy. Another goal we have is to visit each
other's classroom and observe.
Most of us have all had some recent professional development in this area.
One of our issues right now is how to get those who have not had the same
professional development on the same page, supportively. We are a very close
staff but this will be tricky for us. The reason this is so important is
that parents are noticing the differences in the way literacy is taught
in the rooms where there has been no recent professional development.
We also have a few afternoons set aside for particular subjects. For example,
I have one afternoon to try to get everyone to understand what we need to
be teaching in science PK- 6, of course I am the science leader and I am
the one who will be administering the state assessment next week. It is
very difficult to get everyone to understand that yes we are assessing individual
kids but the results can also be used to take a look at the science curriculum.
I know that being in an elementary school is different from a middle school
but some of the issues are the same
-Kathleen
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Laurie provided further ideas for ways that professional sharing can
happen on a staff.
Chris asked about our staff meetings where everyone shared things that
they were doing in their own classes. The staff that I was on at the time
included about 35 members. Because of coaching commitments, etc. The staff
meeting was offered both before and after school so the group attending
each session was smaller. Folks just gave a short blurb about what they
did on the topic of the day (ways to get students physically involved in
their learning, successful advisory activities, ways to insure that all
students get called on, etc.).
It was always possible to find the person later to ask more questions if
you were intrigued (and, in fact, it did bring about some good professional
lunchtime conversations). Actually the meetings themselves were held in
different classrooms each time and the "host" teacher talked a
little bit about what they did in their classes at the beginning of the
meeting. Of course, announcements, etc. were given in a newsletter rather
than at the meetings. I did get some great ideas from folks that surprised
me and it did bring the staff together.
We were also required to observe one other teacher, each semester and then
turn in a brief note to our principal after our visit telling what we had
learned. That came about because staff members requested that it be required
so that we would be sure to make time to do it.
-Laurie
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Brenda jumped in with more ideas regarding how to implement teacher focus
times.
In response to Chris Toy's question concerning the logistics of including
a "teacher focus" time during staff meeting: My previous school
had a staff of about 25 Grade K-10 teachers. We met as a complete staff
once a month. Each month, the meeting took place in one of the teachers'
classrooms. That Grade team (for example it might be the two Grade 5 teachers)
hosted the first 15 minutes of the meeting. They provided the snack and
while teachers were snacking they shared their program and the room. I always
noticed that the presenters kind of glowed while they shared special parts
of their program and pointed out the meaning of bulletin boards, centers
etc in the room we were meeting in.
Another thing we did:
Several times a year we had in house professional days (two days at a time).
Throughout the days we had "brain breaks" where teachers had 5
minutes to share a learning breakthrough from their classroom (admin had
warned us to come prepared to share one...they put our names in a basket
and then drew them at "brain break" time. It kept us on our toes.
It was really interesting to hear about these things and put all teachers
on a level playing field. The variety was mind boggling!
On another professional day, time was set aside for a "learning tour".
It was kind of like a walk- about experience. We spent an hour at the end
of each of the 2 days doing this. We traveled to learning areas where teachers
shared special things that were happening there. Some spent the whole time
explaining the meaning behind a bulletin board display- the purpose of the
assignment- how it was implemented- the difficulties encountered as teacher
or student- the outcomes- the assessment- a story or two from the experience).
Teachers could volunteer to be part of the tour and sometimes admin asked
a teacher to share. I remember all of use being really blessed by this time.
It was really cool for the Grade 10 teacher to listen to the Grade 1 teacher's
breakthroughs and vice-versa.
The memories of this time warm me even today as I remember them...
-Brenda
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Mary Anne explained how her staff handles professional sharing.
At the beginning of the year, each of our teams picks a month from a
basket. (That doesn't sound right!) Our assistant runs our staff meetings
principal. She writes the name of each month on a slip of paper and puts
them in a basket. Each team chooses one. They are responsible for presenting
a teaching or management idea that is working for them at the first meeting
of that month. Presentations are not usually longer than 15 minutes. December
and May are left out.
We usually only have two meetings a month.
-Mary Anne
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Kathy pointed out the importance of actually scheduling classroom observations
among teachers.
This is key!! We have had lots of support for doing these observations
but you often don't do them unless someone else makes the arrangements because
it is hard to be away from your own kids. Our principal hired subs for us
so we would have no excuses.
-Kathy
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Trish provided suggestions for working out the logistics of having teachers
visiting each others' classes.
We are having a very difficult time finding sub-coverage. For those
having trouble finding subs., another possible way to observe a teacher
would be to have a schedule set up where the principal or asst. principal
covers your class while you are observing. Maybe it would be good for the
administration to get back in the classroom once in a while. Many times
they are too busy for classroom teaching but this would sort of force them
into it.
-Trish
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Deb asked several thought-provoking questions.
I'm wondering about possible connections between the unwillingness of
some staff members to share and fear of being seen as uppity etc.
I'm also wondering about the ways we sabotage our craft and ourselves if
we fail to celebrate the successes of our colleagues- any thoughts?
-Deb
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Sid shared experiences from his school.
Something I did was to assign the sharing to certain teachers throughout
the year, they were to tie their thing to our school improvement process
in someway. I had a staff of about 20 and meetings were 30 minutes long.
We got in one per meeting. Some of the teachers that did interdisciplinary
stuff presented together. My focus was to create a valuing of innovation
and put pressure on the 'haters' . I think it worked well.
Let me know if you have other questions
-Sid
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Michelle, a former middle school principal, explained how faculty meetings
were kept to a minimum in an effort to encourage more team meetings and
content area meetings.
We only had five teams, so we had a time where each team shared something
positive instructional that was happening with their students. We began
the meetings that way. Honestly, though, we had very few faculty meetings
and more team meetings and content area meetings to look at student work
around our long-term plan. That was one form of professional development
for us. I used email to communicate all the "business" stuff that
some faculty meetings are used for. Chris, I know you use yours for professional
development, and we did have four of those days throughout the summer and
the year.
-Michelle
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Linda wondered how successful sharing experiences got started in schools.
I'm also wondering about the ways we sabotage our craft and ourselves
if we fail to celebrate the successes of our colleagues. I'm wondering this,
too. Also, how did these wonderful things get started in your schools? Our
teacher meetings are 30-45 min. with people running for the door at the
end.
-Linda
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Mary Anne responded to Linda's question.
That is why we keep them short. We were designated a "D" level
school last year. As a staff, we were charged with coming up with a plan
that would improve our students test scores, the school climate and teacher
morale. The 15 minute sharing at staff meetings was a suggestion made by
one of our coaches who said he felt isolated from what was going on in the
rest of the school on his teacher morale survey.
Let me elaborate on some of the things teachers have been choosing to share.
For their presentation our life skills department (family and consumer science,
computers, etc.) had the kids create brownie recipes. Each kid did a Hyperstudio--3
card--presentation advertising their brownie--then they made the brownies
for the teachers at faculty meeting. Our tech guys put bags of Legos together
and we had to construct a simple machine. One-seventh grade team highlighted
geography and put us through a map scavenger hunt.
So far, it has only been three months since we started, no one has levied
any complaints and the overall tenor of feelings has been positive. However,
so far, everyone has kept to the fifteen minutes, no has gone out of their
way to "showcase"(I'm trying to find a nice way to say there has
been no "holier than thou stuff") and everyone has chosen something
that was fun! It will be interesting to see how things continue and if we
do this again next year.
-Mary Anne
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Chris made further observations about the logistics of staff sharing
times.
I like the idea of moving the staff meeting around each month. I also
like the idea of having the host room/team talk a bit about what's going
on in their curricular areas. What do you think? Should I just make a decision
and announce it for the December meeting. It's the first Tuesday of the
month. Too short notice? Maybe in January? Or ask for volunteers for December?
-Chris
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With many schools moving towards less faculty meetings, Laurie wondered
how the sense of overall staff community will be impacted.
I think that would be wonderful staff development and important work
for a school. However, my present faculty almost never has faculty meetings
either, with everything being handled by teams, content areas, faculty advisory,
and weekly principal newsletters. I believe this is resulting in the loss
of a sense of community in our staff. There are many people who seldom see
each other, let alone have any kind of professional conversation. It tends
to create islands within the school. For sure, I don't like long unnecessary
meetings ... but I find sharing meetings can be quite energizing.
I think the secret, though, is in NOT choosing who is going to contribute,
but in organizing it so that everyone shares at some time. As soon as the
principal chooses people, that's the invitation for the green eyed monster
to come to the party!
-Laurie
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Melba explained how staff development happens at her school.
Our faculty meetings are held for one hour after school. This year,
most of them have been instructional with a sharing or "bragging on
each other" time. Last week, our language arts department presented
graphic organizers for writing to the rest of the staff in order to build
consistency. Each department is expected to hold their department meetings
on Wednesdays before school. We are on a full block schedule, so our teachers
have one 90-minute block for planning and conferencing every day of the
week. However, the state requires that every teacher be allowed 450 minutes
of uninterrupted planning time every two weeks. That is 45 minutes, 5 days
a week.
So, with that in mind, our schedule looks like this:
Mondays- Each 3 man team meets with the staff developer
Tuesdays- Team planning (staff developer sits in on it)
Wednesdays-All teachers meet during their planning time to monitor our At-Risk
population with an individual intervention plan for academics and discipline.
This is a federal, state, and district policy/law.
Thursdays- Weekly staff development
Fridays- they have all 90 minutes
Did the teachers squawk about this? You bet and for the last 4 months! However,
they seem to have finally realized that these meetings are not going away
and neither is the principal so the complaining has died down some. I too,
as the staff developer, have learned to politely redirect the complaints
and turn them into a positive. I had to learn that I could not solve these
problems and convince them that I had no power when it came to management.
The best thing that I think has made an impact is the Kudos I mentioned
before on another post. Our faculty is not used to these and they really
appreciate them. I hope this helped, Chris.
-Melba
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Sid explained how teachers were chosen to share.
I choose the first one because I knew she had a really neat project
and asked her to share that specifically. It was kind of short notice (week
or two I think). After that it was pretty scientific, I just went down the
class schedule. On my meeting agenda I would put this week Smith, next week
Jones.
-Sid
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Rick affirmed Chris' intent to instigate overall staff sharing times.
I think your staff-meeting ideas are great! Have you run the idea by
your staff? I would say, from a teacher's perspective that December would
be too early. You could ask for volunteers, but there may be some buy-in
issues from the entire staff if it is perceived as a "of course they
volunteered their room, the principal already likes them" mentality.
I think January would be a great way to start off a new calendar year.
-Rick
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Chris responded to Rick's posting.
I think I'll bring it up at the December meeting in preparation for
the January meeting. I'm thinking I will either do it by luck of the draw
or some order, grade level or perhaps alpha. Our December meeting will have
two major agenda items that will take the hour. One will be to review the
status of our school expansion and renovation. The other item will be our
staff discussion about input to the school board goals and budget for 2002-2003.
Already!
-Chris
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