I’ve been thinking. I do that often these days. I recently posed a question to myself. What are the traditional measures of schooling that impact our ability to do what the research says we should? I have a few theories. Bear with me.
Tradition #1: The Faculty Meeting
We know that collaboration is key to improving teacher efficacy and student achievement, yet we fill up teacher time to do this with meeting after meeting. And we don’t dare not use the all the time that’s alloted for these staff meetings. After all we know teachers work best after teaching for 7 hours and are bright eyed and ready to learn after school.
What if we cut faculty meetings to the bare minimum? Meet once a month and utilize technology for communication beyond this monthly meeting. How might this give more time for teachers to actually plan instead of sitting and listening to all the things they need to add to their to do list? What if we didn’t try to get the attention of teachers after a full day of work? I haven’t worked outside of the education realm, but I’m wondering if corporations like Apple, Google, and Amazon schedule their meetings after work. I’m guessing the answer is no. I’m always amazed by the educators who talk about Google’s 20% time they provide to their employees, and then claim to implement the same thing in their schools but conveniently forget the autonomy to work on what you want to work on that comes with it. Are you mad at me yet?
Tradition # 2: The Planning Period
If we want teachers to be designers of engaging, authentic, and rigorous curriculum, we might want to rethink the traditional planning period. I remember my first encounter with this thought. As a new elementary school AP, I wondered how teachers of all subjects for 20+ kids design work and plan in 45 minutes? Take away the time it takes to escort their kids to art, music, etc, to use the bathroom, and to return a parent phone call, and you can easily watch 45 minutes become 25 minutes. Add to that a grade level meeting and there you have it-no planning. We continually ask teachers to design quality work that is challenging and engaging for students, yet give them little time to develop it. Designing this type of work should mirror the same rigor and challenge we want students to experience when they engage with it. This takes time and lots of it. I’m baffled by how we ask teachers to do amazing things in ridiculously small amounts of time that’s often compromised with duties, meetings, and more.
What if we moved to a 4 day school week and the fifth day was a full day of collaborative planning for teachers? What if we held no more than two formal staff meetings a month? One might be a faculty meeting and the other a grade level or department meeting. What if we stopped being suckers for education publishers who promise they have the best worksheet aligned to our standards, even though they have never met our students? If we gave teachers the time they needed to plan, we’d call the planning period the meeting period with a bathroom break and move to a four day school week with a full day planning period. Are you imagining this yet?
Tradition #3: The Solo Principalship
Although we know collaboration is critical for our professional development, we continue to make administrative roles solo ones. Other than our traditional monthly principal meetings, we don’t create structures for principals to collaborate. The same is true for assistant principals and other administrative roles as well as for our fine arts teachers in many instances. We expect a single person to increase the individual efficacy of a dynamic and complex group of people. Realistic? Not at all.
If collaboration is good for classroom teachers, isn’t it good for everyone else?
I continue to believe more and more that we need to rethink how we do school. This means moving away from the way we’ve traditionally conceptualizer education and thinking about this differently is a real challenge. That’s why I’m creating an imaginary school in my head. There’s no model for me to reference so I’m starting from scratch. Too often in education we go searching for an example of what we’d like to see. This forces us back into traditional thinking and doesn’t push us to be innovative. Tweaking an already established idea isn’t innovation. It’s replication with a twist. So my challenge to educators is simply this: Let’s redesign school and totally forget everything we already know. What’s there to lose! If you’re interested in being a part ofmy imaginary school, follow me on Twitter @latoyadixon5 using the hashtag #imaginaryschool and tweet your thoughts and ideas. Ready to join? Let’s start a movement!
Until next time- Be true. Be you. Be a hope builder!