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NEXT STEPS - School culture and organization nourishing
a culture of reflection and collaborative inquiry
Creating rich, dynamic learning communities within schools, as discussed
in Key 4, is exhilarating
and a vital antidote to the isolation and rule-driven settings that
have existed in too many schools over the last half century. A sense
of collective responsibility for the success of the school is a hallmark
of the best schools. In other words, the focus of staff is not my classroom
and my students but our school and our students.
HIGHLIGHTS
- Schools need to be places of learning for faculty and staff as well
as for students. Your learning as a school needs to be based upon
reflection on current conditions and practices and consideration of
what you can do together to improve on these.
- Reflection and inquiry need to focus on those areas that have the
greatest impact on student learning.
- Students, individual teachers, and other school staff should use
the action research cycle (Plan-Do- Check-Act). It is also an essential
approach for the school as a whole to use to make improvements.
- Engaging in collaborative inquiry requires that school staff move
beyond surface congeniality and delve into conflicting ideas with
candor, sensitivity, and open minds.
- The most vital learning for the school is often what you discover
together about the day-to-day work of the school. Outside expertise
(consultants, conferences, workshops) can play a role in bringing
important ideas to light and stimulating thinking, particularly if
it becomes a source of a dialogue for school teams or for the school
as a whole. Learning that is “homegrown,” however, should not be undervalued
just because it doesn’t come with a high price tag.
Keys indicators related to nourishing a culture of
reflection and collaborative inquiry
If you have not already done so, take a closer look at these specific
indicators and the areas of this guide that address them.
Indicator 1.2
Teachers, administrators, education support professionals, and other
school employees take responsibility for the achievement of challenging
standards for all students.
Indicator 2.1
In a climate of nonthreatening, two-way communication, school administrators
and staff collaborate in problem solving.
Indicator 2.3
Teachers, administrators, education support professionals, and other
school employees collaborate to remove barriers to student learning.
Indicator 2.9
Teachers communicate regularly with each other about effective teaching
and learning strategies.
Indicator 4.1
Professional development has a direct, positive effect on teaching.
Indicator 4.2
School administrators and staff work together to provide relevant professional
development experiences.
Indicator 4.5
Teachers are prepared to address the needs of students with diverse
learning needs and backgrounds.
Indicator 4.6
Teachers have regularly scheduled time to learn from one another.
Indicator 4.7
Staff development opportunities are pursued through organized professional
development activities within and outside the school.
Indicator 4.10
Opportunities are available for mentoring.
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