Building Relationships Between Educators and Administrators on a Foundation of Trust

Overview

What does a successful marriage, a first-time skydiver, and a educator/administrator relationship have in common?  They all rely on a foundation of trust. A marriage between a couple who lack trust in one another will likely end in divorce.  A skydiver who lacks trust in their instructor or equipment may plunge to their death.  An educator who lacks trust in their administrator or an administrator who lacks trust in their educators may drastically limit the opportunities for growth for themselves as well as their students.  While this third scenario may not be as immediately consequential, the long term effects make for an environment with little respect, learning, and integrity.

My master’s cohort has spent the last several weeks looking in depth at ISTE standard #4 for coaches, outlined below.

ISTE Standard 4: Professional Development and Program Evaluation – Performance Indicator B

Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

After all I’ve studied on this standard, I felt a bit “burnt out” when I originally read this week’s triggering question:

“What role should administrators play in professional learning programs and how do we advocate for their involvement and adequate professional learning support for technology-based learning initiatives?”  

I immediately thought of the necessity to differentiate professional development, but I’d covered that in a previous reflection. I then thought of the value of teacher voice and formative assessment but I’d done that too.  Luckily, my professional learning circle helped steer me towards a realization—most of my research and reflection has been based on how to plan and deliver great professional development.  What I had neglected to look at was the groundwork administrators and educators must lay to create an environment for powerful professional learning opportunities.  This led me to look at the necessity of building trust between administrators and educators as I studied the question:

Before teachers and administrators can collaborate together on professional and technology-based learning they must establish a relationship of trust.  How can they build this trust and what might stand in their way?

Characteristics of Trust

In her Edutopia article “When Teachers and Administrators Collaborate” Anne O’Brien, deputy director of Learning First Alliance explains that “trust alone does not guarantee success, [but] schools with little or no trust have almost no chance of improving” (O’Brien, 2014). So how do we build trust?  To begin, we must understand what combined characteristics create trust…

How do Educators and Administrators Build Trust?

Future Questions

  • What elements, aside from trust, are necessary as part of building a framework for effective professional development?
  • Gordon, J. (n.d.). 11 Ways to Build Trust. Retrieved February 16, 2017, from http://www.jongordon.com/positive-tip-buiild-trust.html

Resources

Alrubail, R. (2015, March 19) Administrators, Empower Your Teachers. Retrieved February 16, 2017, from https://www.edutopia.org/discussion/administrators-empower-your-teachers 

Brewster, C., & Railsback, J. (2003, September). Building Trusting Relationships for School Improvement: Implications for Principals and Teachers. Retrieved February 16, 2017, from http://educationnorthwest.org/sites/default/files/trust.pdf

Gordon, J. (n.d.). 11 Ways to Build Trust. Retrieved February 16, 2017, from http://www.jongordon.com/positive-tip-buiild-trust.html

OBrien, A. (2014, November 20). When Teachers and Administrators Collaborate. Retrieved February 16, 2017, from https://www.edutopia.org/blog/when-teachers-and-administrators-collaborate-anne-obrien

Collaborative Learning Strategies for Professional Development

Overview

After many conversations with educators and administrators, collaborations with my digital education leadership master’s cohort, a few months of pouring over professional development research, and reflections on my own experiences I can confidently say that most educator professional development opportunities are lacking in one way or another.  A few repeated sentiments include: most PD is just not relevant to my classroom, or, I know it’s going to be a waste of my time, or, it’s just filled with a bunch of top-down jargon, how is it best for students?  This makes me sad.  Professional development should be an opportunity to observe, reflect on, and apply best practices in teaching. Educators should leave a PD session empowered, not deflated. So, how can we make professional development more inspiring and engaging?

To answer this, I began by taking a deeper look at a few of the common issues with professional development.  I also looked at ISTE coach standard four indicator “B” which states that coaches must, “Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment” (2016).  

After understanding some of the the issues and standards, I had a framework to begin unpacking my triggering question on this topic: What collaborative learning strategies help create effective professional development opportunities?

What’s the Problem?

Collaborative Learning Strategies for Professional Development

In exploring great teaching strategies I relied a bit on my own experiences and a lot on two excellent resources: The Big List of Class Discussion Strategies from the blog Cult of Pedagogy and PBS’s Teaching Strategies Resources menu. I sifted through these resources and choose ones that most closely addressed the issues outlined above.  I made an effort to limit the number of strategies that I shared to a few that I have tried personally, as a teacher or as a learner.  With that said, I highly recommend checking out these two sites and seeing what more they have to offer!

Resources

Bishop, D., Lumpe, A., Henrikson, R., & Crane, C. (2016). Transforming Professional Learning in Washington State: Project Evaluation Report. Retrieved February 9, 2017, from http://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/2016-WA-TPL-Evaluation-Report.pdf

Gonzalez, J. (2015, October 15). The Big List of Class Discussion Strategies. Retrieved February 9, 2017, from https://www.cultofpedagogy.com/speaking-listening-techniques/

Moersch, C. (2011). Digital Age Best Practices: Teaching and Learning Refocused. Retrieved February 9, 2017, from http://digitalis.nwp.org/sites/default/files/files/94/Digital%20Age%20Best%20Practices.pdf

PBS Learning Media (n.d.). Teaching Strategies: Resources for Adult Educators. Retrieved February 9, 2017, from http://kcts9.pbslearningmedia.org/collection/ketae/