Our guest author today is Danette Parsley, Chief Program Officer at Education Northwest, where she leads initiatives like the Northwest Rural Innovation and Student Engagement Network. To learn more about this work, check out Designing Rural School Improvement Networks: Aspirations and Actualities and Generating Opportunity and Prosperity: The Promise of Rural Education Collaboratives.
Small rural schools draw from a deep well of assets to positively impact student experiences and outcomes. They tend to serve as central hubs within their communities, and their small size often facilitates close staff relationships, which in turn can enable moving innovative ideas into action. At the same time, rural schools face a number of challenges that differ from those of their urban and suburban counterparts.
First, it’s extremely difficult to draw high-quality teachers to geographically disconnected, rural communities—and, when they do come, it’s hard to get them to stay. Second, it’s a challenge to connect teachers across remote and rural communities so they can share instructional practices and professional development. One way to address the challenges facing rural schools, while leveraging their inherent assets, is to establish professional networks of teacher leaders aimed at providing support that helps their colleagues succeed and encourages them to stay.
Our guest authors today are Geoff Marietta, Executive Director, Pine Mountain Settlement School and Research Fellow at Berea College; Chad d'Entremont, Executive Director, Rennie Center for Education Research & Policy; and Emily E. Murphy, Director, Massachusetts Education Partnership (MEP) at the Rennie Center. Their work focuses on research and practice in labor-management-community collaboration.
If you learned there was an intervention to improve student outcomes that worked for nearly all children across communities, what would stop you from using it? This intervention has closed learning gaps, both in urban communities serving predominantly low-income minority students and in isolated rural areas with large numbers of white and Native American students living in poverty. It has worked in suburban, urban, and rural settings with white, African-American, Hispanic, Native American, Asian, and multi-racial students. That intervention is collaboration.
In this post, we define collaboration, briefly discuss the growing evidence associating collaboration with student success, and describe some of our ongoing work, which focuses on designing tools to facilitate, formalize, and focus the hard but worthwhile and necessary responsibility of working together.
Our guest author today is Nathan D. Jones, an assistant professor of special education at Boston University. His research focuses on teacher quality, teacher development, and school improvement. Dr. Jones previously worked as a middle school special education teacher in the Mississippi Delta. In this column, he introduces a new Albert Shanker Institute publication, which was written with colleagues Elizabeth Bettini and Mary Brownell.
The current policy landscape presents a dilemma. Teacher evaluation has dominated recent state and local reform efforts, resulting in broad changes in teacher evaluation systems nationwide. The reforms have spawned countless research studies on whether emerging evaluation systems use measures that are reliable and valid, whether they result in changes in how teachers are rated, what happens to teachers who receive particularly high or low ratings, and whether the net results of these changes have had an effect on student learning.
At the same time, there has been increasing enthusiasm about the promise of teacher collaboration (see here and here), spurred in part by new empirical evidence linking teacher collaboration to student outcomes (see Goddard et al., 2007; Ronfeldt, 2015; Sun, Grissom, & Loeb, 2016). When teachers work together, such as when they jointly analyze student achievement data (Gallimore et al., 2009; Saunders, Gollenberg, & Gallimore, 2009) or when high-performing teachers are matched with low-performing peers (Papay, Taylor, Tyler, & Laski, 2016), students have shown substantially better growth on standardized tests.
This new work adds to a long line of descriptive research on the importance of colleagues and other social aspects of the school organization. Research has documented that informal relationships with colleagues play an important role in promoting positive teacher outcomes, such as planned and actual retention decisions (e.g., Bryk & Schneider, 2002; Pogodzisnki, Youngs, & Frank, 2013; Youngs, Pogodzinski, Grogan, & Perrone, 2015). Further, a number of initiatives aimed at improving teacher learning – e.g., professional learning communities (Giles & Hargreaves, 2006) and lesson study (Lewis, Perry, & Murrata, 2006) – rely on teachers planning instruction collaboratively.
In July 2014 the Albert Shanker Institute began a blog series on the “social side” of education reform. The collection, which includes contributions from established and emerging scholars, attempts to shine a light on new research arguing for the centrality of the social dimension in educational improvement. This blog post serves as the preface of a new ASI publication featuring six of the most important blog posts from this series. The publication is now available for download here. ASI is holding a research and policy conference on this theme Friday April 8th.
Whatever level of teacher human capital schools acquire through hiring can subsequently be developed through formal and informal professional interactions. As teachers join together to solve problems and learn from one another, the school’s instructional capacity becomes greater than the sum of its parts.
This quote from Harvard professor Susan Moore Johnson (p. 20 of this volume) may make perfect sense to you. Our systems and organizations, however, are largely structured around individualistic values. As such, a primary goal is to optimize and reward performance at the individual level. So, while some of us (perhaps many of us) might agree that a team’s capacity can exceed the sum of individual members’ capacity, we generally have a difficult time translating that knowledge into action – e.g., rewarding individual behaviors that enhance team dynamics. Part of the problem is that there’s still a lot to learn about how teamwork and collaboration are properly measured.
No matter how challenging, understanding the social dynamics that underpin our work organizations seems particularly timely given the interdependent nature of the modern workplace. According to a recent Harvard Business Review article, “time spent by managers and employees in collaborative activities has ballooned by 50 percent or more” over the past two decades. At many companies, the article notes, “more than three quarters of an employee’s day is spent communicating with colleagues.”
Our guest authors today are Mark A. Smylie, professor emeritus at the University of Illinois-Chicago, Joseph Murphy, professor at Peabody College, Vanderbilt University, and Karen Seashore Louis, professor at the University of Minnesota. Their research concerns school organization, leadership, and improvement. This blog post is based on an article titled “Caring School Leadership: A Multi-Disciplinary, Cross-Occupational Model” which will be published later this year in the American Journal of Education.
From our years of studying school leadership and reform, working with practicing educators, and participating in education policy development, we have come to the conclusion that caring lies at the heart of effective schooling and good school leadership. In this time of intense academic pressures, accountability policies, and top-down approaches to reform, however, the concept of caring has been neglected, overshadowed by attention to more “objective”, task-oriented aspects of school organization and leadership (Cassidy & Bates, 2005; Richert, 1994 (pp.109-118); Rooney, 2015). This, we contend, is a serious problem for both students and teachers.
In this blog, we share some of our recent thinking about what caring school leadership is and why it is important. We draw on empirical and theoretical literatures from education and from disciplines outside education, particularly research on human service occupations such as health care, social services, and the ministry. And we present a model of caring school leadership. Our ideas were developed with principals in mind, but they apply to any educator engaged in school leadership work. We focus on students as the primary beneficiaries of caring. It should be noted that, as we argue for the importance of caring in schools, we do not mean to diminish the importance of academic achievement nor the need to care for staff and the community. We consider managing mutually-reinforcing combinations of caring support and academic press a central function of school leadership.
Our guest author today is Joseph Vincente, 10th Grade Chemistry Science Team Leader at the East Side Community High School in New York City. East Side is one of a growing network of 38 NY public high schools (mostly in NYC) with waivers that replace standardized state tests with performance based assessment. Vincente is interested in educational technology, sustainability education, and empowering young women and students of color to pursue STEM careers.
So, 300 homework assignments checked, 200 email replied to, 100 quizzes graded, 50 more lab reports left from Monday still to read, 30 lessons executed, 10 revised notebook entries re-graded, 5 phone calls home and texts made to check-in with parents, 4 curriculum maps revised, 3 extra help sessions held before school, during lunch, and after school, 2 college bound pep-talks made, and 1 mediation between quarreling best friends conducted.
I take a deep breath and do a bit of mindless silent cleaning and organizing in my classroom to decompress. Another exhausting week in the life of a high school teacher comes to a close. Must be time for the weekend, right? Well, almost... Friday afternoon at my school is when we do some of our most demanding but essential work as teachers. You may be thinking it’s time for the dreaded weekly PD meetings or for some “collaboration”. Yes, that’s right; but, at East Side collaboration isn’t just an activity or behaving in a friendly, respectful, or cooperative way toward colleagues. Rather, collaboration underpins how we structure and conduct most of our work, how we serve students, and how we learn and grow as professionals. In the next few paragraphs, I describe some of East Side’s collaborative structures as well as the norms and conditions that support them.
Our guest author today is Matthew Ronfeldt, Assistant Professor at the University of Michigan School of Education. Ronfeldt seeks to understand how to improve teaching quality, particularly in schools and districts that serve historically marginalized student populations. His research sits at the intersection of educational practice and policy and focuses on teacher preparation, teacher retention, teacher induction, and the assessment of teachers and preparation programs.
Learning to teach is an ongoing process. To be successful, then, schools must promote not only student learning but also teacher learning across their careers.* Embracing this notion, policymakers have called for the creation of school-based professional learning communities, including organizational structures that promote regular opportunities for teachers to collaborate with teams of colleagues** – also here and here. As the use of instructional teams becomes increasingly common, it is important to examine whether and how collaboration actually improves teaching and learning. The growing evidence, summarized below, suggests that it does.
For many decades, educational scholars have conducted qualitative case studies documenting the nature of collaboration among particular groups of teachers working together in departmental teams, reading groups, and other types of instructional teams. This body of work has demonstrated that the kinds and content of collaboration vary substantially across contexts, has shed light on the norms and structures that promote more promising collaboration, and has set the stage for today’s policy focus on “professional learning communities.” However, these studies rarely connected collaboration to teachers’ classroom performance. Thus, they provided little information on whether teachers actually got better at teaching as a result of their participation in collaboration.
Our guest author today is Andy Hargreaves, the Brennan Chair in Education at Boston College. He is the coauthor of Professional Capital: Transforming Teaching in Every School, which won the 2015 Grawemeyer Award for the idea in education most likely to have the most effect on practice worldwide. He is also the 2016 recipient of the Horace Mann League’s Outstanding Friend of Public Education Award. An extended version of this column originally appeared in Pedagogiska Magasinet, the Swedish teachers’ magazine in February 2016.
In the 1960s and 70s, Sweden’s economic productivity and social engineering were the envy of democrats all over the world. The nation’s comprehensive schools were an inspiration for public education reformers in the United Kingdom and many other nations too. In Sweden, market prosperity and the collective good went side by side. It was a country where, like the nations’ classic pop group, Abba, people banded and bonded together really well.
In the 90s, however, Sweden entered an age of what political scientists call free-market neo-liberalism, and educational reform was at the leading edge of it. In some ways moving ahead of the US trend, Sweden introduced large numbers of competitive “free schools”, funded with public money but no longer regulated by their school districts. Hedge fund companies were the largest single group of owners of these schools. Sweden’s society and its schools were, in the titles of two of Abba’s songs, now driven by a “Winner Takes it All” culture of “Money, Money, Money!” Between 2003 and 2012, Sweden experienced the greatest deterioration in PISA scores out of all OECD countries who were performing above average in 2003. Despite the country's proud and internationally admired egalitarian tradition, its achievement gaps have been widening faster than in any other country.
Our guest authors today are Kara S. Finnigan, Associate Professor at the Warner School of Education of the University of Rochester, and Jennifer Jellison Holme, Associate Professor at the University of Texas at Austin. Finnigan and Holme have published several articles and briefs on the issue of school integration including articles in press in Teachers College Record and Educational Law and Policy Review as well as a research brief for the National Coalition on School Diversity. This is the first of a two-part blog series on this topic.
Imagine that you wake up one morning with a dull pain in your tooth. You take ibuprofen, apply an ice pack, and try to continue as if things are normal. But as the pain continues to grow over the next few days, you realize that deep down there is a problem – and you are reminded of this every so often when you bite down and feel a shooting pain. Eventually, you can’t take it any longer and get an x-ray at the dentist’s office, only to find out that what was originally a small problem has spread throughout the whole tooth and you need a root canal. Now you wish you hadn’t waited so long.
Why are we talking about a root canal in a blog post about education? As we thought about how to convey the way we see the situation with low-performing schools, this analogy seemed to capture our point. Most of us can relate to what happens when we overlook a problem with our teeth, and yet we don’t pay attention to what can happen when we overlook the underlying problems that affect educational systems.
In this blog post, we argue that school segregation by race and poverty is one of the underlying causes of school failure, and that it has been largely overlooked in federal and state educational policy in recent decades.
Today’s guest authors are David Sherer and Johanna Barmore. Sherer is a doctoral candidate at the Harvard Graduate School of Education. He specializes in research on policy implementation and the social dynamics of K-12 school reform. Barmore is a former teacher and also a current doctoral student at the Harvard Graduate School of Education. She studies how policy impacts teachers' instructional practice as well as how teachers learn to improve instruction, with a focus on teacher education.
You’ve probably attended meetings that were a waste of your time. Perhaps there was no agenda. Perhaps the facilitator of the meeting dominated the conversation. Perhaps people arrived late or the wrong people were in the room in the first place. Maybe the team ran in place and no one had any good ideas. Whatever the reason, it’s common for teamwork to feel ineffective. Good teamwork does not just “happen.” Organizational researchers study teams with a goal of understanding the conditions that foster effective meetings and, more broadly, effective collaboration (see here for a review).
Meetings can feel like a waste of time in schools, just like they can in other workplaces. However, educational scholars have paid less attention, compared to researchers in other fields, to the conditions that foster productive collaborative work, such as management (see, e.g. Cohen & Bailey, 1997). Educational researchers and practitioners have long advocated that collaboration between teachers should be a cornerstone of efforts to improve instruction – indeed, teachers themselves often cite collaboration with colleagues as one of the key ways they learn. And yet, we know many teams flounder instead of flourish. So why are some teams more productive than others?