Tired of the Square Peg Problem?
Last month, I presented to teachers the idea of pursuing specific interests that would improve our school. The offer included coverage for their classes for a day (or more, if that is what it takes) to do the research and explore their ideas.
While it is my hope that teachers are still developing their ideas (and I continue to remind them of this opportunity…if even to brainstorm ideas with me in order to craft a proposal), a few teachers have already come forward with some very interesting ideas. Here is a summary of each one (so that you can see where the conversation is moving):
I. Collaborative Meeting Design
One of the projects addresses the problem of grade leave meeting inefficiency. Specifically targeting teacher collaborative meetings, the leader of this FedEx plan has researched various meeting styles to explore better ways for us to gather productively. She has come across the Collaborative Meeting Design (CMD) methodology and has learned that another school in Houston utilizes this system. She will go and shadow a few of their meetings to learn about the system and reflect on its value compared to our current meeting environment. Should she determine CMD to be the right fit, her next goal will be to develop a training tool that the rest of us can review in order to utilize the system next year.
II. Paideia Seminar
A second problem identified by a teacher is that of empowering students to lead conversations in general class discussions (that is, beyond a presentation or prepared project). One of the programs I utilized in my previous school was the Paideia Seminar. (Simply put, Paideia means “education” in English). Built on a pedagogical paradigm from Paideia.org, the Paideia Seminar is similar to the Harkness model, but centers on wondrous, disruptive thought. The Seminar isn’t a dialogue about current content; instead, it focuses on a standalone primary source, creating analytical conversation about this source, and formulating questions that align the Seminar conversation to current content in the classroom. This process is galvanized by reflective writing at the end of the conversation. It’s quite innovative (or extremely classical in nature, depending on your point of view), and very easily incorporated into a school in search of ways to improve student-led discussion.
Needless to say, I have been pushing for someone to find ways to incorporate this model into a classroom system. A teacher has stepped forward and asked for training in this model! She will work with me over the remaining school days (reading texts, studying teaching materials) and then we will think about the intentional design of Seminars throughout the coming fall.
III. Improving Our Professional Learning Committees
Once a month, our school gathers after the day is over to have small professional discussions. This past fall, our discussions have targeted the concept of assessment and how we can ask our students to demonstrate, via new and dynamic methods, their approach to mastery in the small- and large-scale units presented throughout the school year.
The problem identified in this FedEx plan is that the PLC conversation has stymied a bit and teachers are looking for ways to refresh the conversation. In this teacher’s mind, faculty members should take more ownership of the PLC discussion and be able to demonstrate results in the classroom and throughout the school program. He has offered to research and design a new “PLC Model” that will enhance the innovative thought and accountability in future school years. Though we have not met yet, I imagine this teacher to be quite creative in the retooling of the PLC program.
A whole lotta thinking going on here!
I am so proud of those teachers who are diving into the deep end with FedEx Day ideas. As these problems develop into action plans and those plans take effect, I will follow up with more documentation. Thanks for reading…should you have two cents (or 200) on one or all of these subjects, do not hesitate to comment and share so that I can pass the thoughts on to the teachers working on each plan.
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