Knowing Self Knowing Content and Knowing Learners Who

Knowing Self; Knowing Content; and Knowing Learners Who is the self that teaches? Who is the self that teaches math? Paul Michalec

Learning goals for today �Providing first-hand experiences with collegial conversations and building relational trust to support math reform. �Defining the key elements forming and sustaining a collegial PLC. �Supporting mathematics teacher identity through reflective inquiry and participation in collegial conversations about curriculum, teaching and reforming mathematics instruction.

Professional Development PD has little or no impact when it relies on “individual learning” and does not focus on followthrough support for teams of teachers to learn together. What is crucial is what happens between trainings: Who supports you? Who gives you feedback? Who picks you up when you make a mistake the first time? Who else can you learn from? How can you take responsibility for change together? (Hargreaves & Fullan, 2012, p. 92)

The importance and challenge of PLCs tend, during their initial stages, to focus on student learning (as described through data) and often are initially less attentive to building elements of a collaborative community of educators. PLCs should work to enhance “relational capacity and trust; ” to increase the depth and resiliency of the social fabric of change. The most effective PLCs combine technical tasks with collaborative relational trust. PLCs focus almost exclusively on the What and How; leaving behind the Why and Who.

Iceberg Metaphor for Professional Development What How Why Who

Norms of a learning community (informed by Circle of Trust norms; Center for Courage and Renewal) Come to the work with 100% of self; be fully present Presume welcome and extend welcome Possible to emerge refreshed, surprised, and less burdened Avoid fixing language; assume others are whole Openness to learn from others Speak for yourself; “I" language Make room for silence Confidentiality; safe and challenging space

Core Elements of Trust: Relational Trust (Bryk, 2010) and Collective Trust (Forsyth, 2011) � Social respect: genuine listening and openness; willingness to take knowledge into account during future interactions � Personal regard: going the extra mile for a colleague; personally and professionally � Role competency: having what it takes; knowledge and skill to deliver on promises � Personal integrity: actions guided by moral/ethical commitments; truly acting in the best interest of learners

When PLCs work: high levels of relational trust Ability to speak openly and honestly with colleagues: teachers, principals, and curriculum coaches. Connectedness and affiliation to a common goal and student achievement emerging from critical dialogue around problems of practice (PLCs). Recognition that there are many ways of achieving the same goal; diversity of approaches within consistent learning goals and student learning expectations. Increased sense of trust as instructional change becomes widespread, acknowledged, and not singular; social fabric of reform; “we are together…”. Academic optimism; faculty believes in itself, faculty trust in learners and leadership, and academic emphasis for learners.

What is this object? (the leadership challenge)

Star Trek: Borg "We are the Borg. You will be assimilated. Your biological and technological distinctiveness will be added to our own. Resistance is futile. “ Leadership challenge: Resisting the drag of normalcy in K-12 schools

Teacher-Leaders: learning from experience When as a teacher did you feel-act most like a leader? Do you consider yourself a leader in your classroom? If so, what does leadership look like? What or whom is helping/resisting your ability to act as a leader outside your classroom? Who are your leadership allies?