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Trusting Teachers with School Success
- 1. Kim Farris-Berg Independent Consultant & Senior Associate Education Evolving @farrisberg kim@educationevolving.org www.trustingteachers.org
- 2. While many school systems push authority upwards to administration and accountability for results downwards onto individual teachers, Trusting Teachers shows us what can happen when authority and accountability are brought together and teachers have a seat at every table. Linda Darling-Hammond Professor at Stanford University School of Education
- 3. Trusting Teachers with School Success: What Happens When Teachers Call the Shots offers a compelling look at the breakthrough possibilities of teacher leadership. The next generation of schools can be places of real innovation and creativity if we will truly trust teachers. Dennis Van Roekel President National Education Association
- 4. This lively account of what it looks like in schools that have tried Trusting Teachers is a must read. Deborah Meier Senior Scholar at NYU’s Steinhardt School, and 45-year educator in K-12 public schools in New York City (East Harlem) and Boston (Roxbury)
- 5. Trusting Teachers is a fantastic contribution. We need ways to press the case for reform without alienating our great teachers, without turning them into the enemy, the problem, and the object of our disdain. This book describes one way to celebrate, engage and empower them. Michael Petrilli Executive Vice President Thomas B. Fordham Institute
- 6. Unleashing the collective wisdom of teachers is the best hope for improving our public schools. This provocative, sensible and practical book offers concrete evidence that it can be done and, in fact, is being done. And now that we have already tried virtually everything else, let's do the right thing and turn teacher-run schools from the exception into the norm. Adam Urbanski President of the Rochester (NY) Teachers Association Vice President of the American Federation of Teachers, and Founding Director of the Teacher Union Reform Network
- 8. Kim Farris-Berg Senior Associate Education Evolving @farrisberg kim@educationevolving.org www.trustingteachers.org
- 12. Selecting colleagues Transferring and/or terminating colleagues Evaluating colleagues Setting staff pattern Selecting leaders Determining budget Determining the salaries and benefits of colleagues, including leaders Determining learning program and learning materials Setting the schedule Setting school-level policies 1 2 3 4 5 6 7 8 9 10
- 16. What would teachers do if they had the autonomy not just to make classroom decisions but to collectively— with their colleagues—make the decisions influencing whole school success? Can we trust autonomous teachers to make good decisions? 2 1 Essential Questions
- 17. Characteristics of High Performing Organizations • Accept Ownership • Innovate • Share Purpose • Collaborate • Lead Effectively • Function as Learners • Avoid Insularity • Motivate • Assess Performance
- 18. • Innovate • Share Purpose • Collaborate • Lead Effectively • Function as Learners • Avoid Insularity • Motivate • Assess Performance • Accept Ownership Teachers’ decisions are driven by: Authority / Autonomy + Accountability
- 19. Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement. PRACTICE #1
- 20. PRACTICE #1#2 Participate in collaboration and leadership for the good of the whole school, not just a classroom.
- 21. PRACTICE #2#3 Encourage colleagues and students to be active, ongoing learners in an effort to nurture everyone’s engagement and motivation.
- 22. PRACTICE #3#4 Develop or adopt learning programs that individualize student learning.
- 23. PRACTICE #3#4
- 24. PRACTICE # 3 #4
- 25. PRACTICE #4#5 Address social and discipline problems as part of student learning.
- 26. PRACTICE #5#6 Broaden the definition and scope of student achievement and assessment.
- 27. PRACTICE #6#7 Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring.
- 28. PRACTICE #7#8 Make budget trade-offs to meet the needs of students they serve.
- 29. Challenges
- 30. Arno, Peter. Cartoon. New Yorker 21 Jun. 1941.
- 31. Assumptions • Contract negotiations No Assumptions • …with who? —OR— • …Yes, for autonomy and accountability only. —OR— • …Yes, for salaries and benefits. But we’ll handle evaluation, tenure, and work hours. Context Current framework Evolving Union Role Context Teachers call the shots
- 32. Assumptions No Assumptions Context Current framework Evolving Union Role Context Teachers call the shots • Grievance handling • Insurance and benefits • …But we handle conflicts at our school, in context of our culture • …Professional liability! Let’s talk…
- 33. What do teachers who call the shots need? • Assistance to develop/pitch school proposals to district or authorizer • Help developing/negotiating agreements with district or authorizer • Negotiated leave to plan new schools/conversions where teachers call the shots • Policy advocacy for teacher autonomy and funding for public education • Research/advocacy for teacher autonomy and the choices teachers make • Professional development: distributed leadership, peer evaluation Ask them!
- 34. • Connections: other teachers calling shots; others using chosen learning program • Options for students at lower cost/less work: food, transport, community service, art • Options for teachers at lower cost: legal, professional insurance • Organizing community support/better branding for teachers − outreach programs, communications/marketing • Ability to select from array of services. Different dues structure? Ask them! What do teachers who call the shots need?
- 35. http://mredwrightbros.blogspot.com/ Retrieved May 20, 2013.
- 36. Kim Farris-Berg Senior Associate Education Evolving @farrisberg kim@educationevolving.org www.trustingteachers.org