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New Horizons for Learning Online Journal
Vol. XII No. 2, Spring 2006Growing as Persons, Growing as Teachers
From the Editor
Nathalie GehrkeGrowing as Persons, Growing as Teachers: Turning In, Out, and Beyond
Good teachers never stop learning; never stop growing; never stop searching for better ways to teach. How do teachers need to grow as persons, as citizens, as professionals in order to be the kinds of adults we want to work with our children and youth? And what does it take to help them be better teachers?
In this issue of New Horizons for Learning's Journal you will find multiple answers to these two questions-- answers that come from teachers themselves, from researchers who study and work with teachers, from teacher educators in preservice programs, in renewal programs, and in school-based programs.
As you read the articles from the different perspectives in this issue, you will see that these authors represent a decided shift in the thinking about what teachers need to learn, and how best to support them in that learning.
Not too long ago, in an issue like this, you would have found authors touting an array of workshops and training programs designed to address the shortcomings of teachers -- in content knowledge, instructional methods, classroom management, special needs, parent involvement, you name it. In this issue, you will see, instead, a focus on engaging teachers in authentic examination and experimentation with their practice, often in collaboration with their peers. You will see support of teachers for conversations, not skills trainings. You will see no quick fixes, but much long-term development where teachers are engaged in decisions about what shall be the focus of effort.
As I read and reread the articles for this theme, I found that I could cluster them by the directions they turned. Some turned to fellow teachers within and beyond the school; some turned to reflection and inward journeys; some turned out to the larger world via travel and technology. By far, the largest cluster of papers showed the teachers turning to their own school community and fellow teachers for their development.
Frances Schoonmaker describes a small-town upper elementary school which, over several years, moves from a place of chaos and distrust, to one where the teachers find a sense of family with their colleagues and newfound success in helping the children learn. Ilana Horn documents the teacher learning community development in two urban high schools where teachers were being encouraged to engage in ambitious teaching. She tries, also, to identify the ways these communities are sometimes supported; sometimes thwarted. Bernie McDonough writes as a participant observer about the transformation of a culturally diverse elementary school through its teachers' participation in a Powerful Writers development program. This program combines some of the traditional workshop strategy with community building and in-school support over time. Ken Zeichner explains professional development schools, the selected public schools that are emerging to provide places for the preparation of future teachers and the simultaneous renewal of the school's continuing teachers. These PDSs are meant to break out of old ways of thinking of colleges as places for research and dissemination, and schools as consumers/receivers of that research. They are meant to be college-school collaboratives, and foster meaningful professional conversation across old boundaries.
From their vantage point as Critical Friends coach trainers, Jill Hudson and Judith Gray write about the benefits of this peer study group approach to teacher development. The Critical Friends Groups they describe are being used all over the country to help teachers find ways to talk productively with each other in their schools about their teaching work. Matt Miller describes how he has experimented with using some of the same Critical Friends processes to help student teachers have useful conversations about their teaching while they are still in their preservice programs. This is done with the hope that they will carry the attitudes and skills of this dialogue into their later work lives.
Teacher educator, Ruth Shagoury and her four former students, Elsa Bro, Samae Horner, Rachel Reckord, and Melody Rockwell, tell about the special new teacher-researcher conversations they have carried out during the first year of teaching in their separate schools, Their community of learners had its roots in the teacher preparation program where they began to practice conversations about teaching not unlike the Critical Friends groups Matt Miller described. Then, in a slightly different kind of "turning to peers," Jeanne Harmon describes a state-wide effort to develop standards for mentors, that is, for those more senior teacher peers who are given the responsibility for tending to the needs of beginning teachers. The process by which the standards were developed is a good example of the kind of work now being done with the full participation of teachers, unlike years past.
Three of our articles have been written, not about turning to peers, but about turning inward, to discover the strengths, needs, and values to sustain the commitment to good teaching. Not surprisingly, however, peers often provide supports for these inward journeys. Tom Hunter and Richard Scholtz tell about the opportunity for personal renewal and professional development offered by the Northwest Teachers Conference, a summer retreat camp for teachers who come from all over the country. This ten-year old program give teachers the precious time to stop, relax, renew, discuss critical education topics of their own choosing, and engage in music and the arts. Scott Driscoll describes the nature of the Courage to Teach retreat program in Washington State that has also been around for ten years. This year-long retreat series supports renewal through contemplation, journaling, conversation, and guided activities, based on the works of Parker J. Palmer. A memorable reflection by Anita Morales tells of the effect the Courage to Teach experience had on her as a teacher and whole person.
Taking a different turn, authors Rosalie Romano, and Camille Allen and George Antone present descriptions of programs at their respective universities that reach out to give pre-service teachers enriching international travel and study experiences. In some cases the student teachers even take the opportunity to practice teach in those other countries, opening their eyes to the similarities and differences in classrooms worldwide. William Hopkins describes a teacher development project in Belize, which he leads from his base at the State University of New York at Cortland. This project is taking advantage of traditional means of teacher education as well as the digital world to bring understanding of instructional practices for special needs students to elementary teachers across all of Belize.
The final paper on our theme is offered by Genie Linn, whose interview-based study of experienced elementary teachers in East Texas opens a window on teachers' thoughts about their own learning-- what's most important, what interests them, and how they use "who" they are and what they know on behalf of their fortunate students. It seems fitting to end with this paper that celebrates teachers voices while reminding us of the importance of the quality of those to whom we entrust our nation's young on a daily basis.
Along with all these fascinating glimpses at teacher learning and development, you will find a small number of additional papers on other educational topics. Some treasures can be found there too. Whether you read every paper or only one or two, I hope you'll find something thought provoking. Don't forget to search our archives for other articles of interest and also try some of the linked educational websites recommended. In mid-July, be sure to look for the summer quarter issue of New Horizons on Problem and Project-based Learning.
Thank you to all those who completed our users' survey over the past four months. Your responses have been most helpful to our futures' planning. --The New Horizons Staff
Growing as Persons, Growing as Teachers
ARTICLES
Teacher Development Through School Reform and School Reform Through Teacher Development Frances Schoonmaker
The case of teacher development and school reform in a small town Midwestern school gives an opportunity to examine how the two processes relate when a new principal takes over. Involving teachers in extensive decision-making about the changes appears to be a key to success, but there is more to it than that, according to Schoonmaker.Teacher Collaboration And Ambitious Teaching: Reflections On What Matters Ilana Horn
Based on studies in two different high school teacher learning communities, Ilana Horn offers readers ideas on what it takes to support teachers as they develop conversations that help them engage in ambitious teaching, that is, teaching that engages students in complex and sophisticated intellectual tasks. She also writes about the factors that can make those professional conversations break down.Developing Teachers, Developing Writers Through the Writing Workshop for Elementary Classrooms Bernie McDonough
This article reports on a case study done by the author on a classroom-based model of professional staff development with elementary writing teachers. Staff developers teach demonstration lessons and confer with students alongside classroom teachers. The study took place in a diverse inner city school with a high proportion of ELL students and students from low-income homes.Professional Development School Partnerships: A Place for Teacher Learning Ken Zeichner
This paper discusses the concept of professional development schools in the U.S. It addresses why the professional development school movement began and what we know about its impact thus far on schooling in the U.S.Renewal through Collaborative Inquiry: The Critical Friends Group Process Jill Hudson and Judith Gray
This article describes how teachers can stay renewed by participating in activities that offer them rich opportunities to grow wiser and stronger in their practice-- Critical Friends Groups (CFGs). Using structures called protocols, CFG members help each other enrich the craft of teaching by analyzing and critiquing student and teacher work, conducting classroom observations and debating issues pertaining to their practice. In a safe and trusting collegial environment, teachers are encouraged to re-energize themselves and their work.Learning to Teach through Problem-Based Conversations Matthew Miller
The study summarized here examined the role of problem-based and evidence-driven conversations among preservice teachers. Such conversations created opportunities for them to deepened their understanding of teaching and student learning Findings from the study challenge claims that preservice teachers do not have the capacity to approach their problems without the aid of more experienced mentors and suggest the value of employing such groups as a mechanism for learning to teach.New Teacher-Researcher Conversations: Understanding English Language Learners and Ourselves Elsa Bro, Samae Horner, Rachel Reckord, Melody Rockwell, and Ruth Shagoury
In order to understand the specific needs of the English Language Learner (ELL) students, four beginning teachers in their first year of teaching formed a teacher-researcher group with a veteran teacher-researcher. The group met monthly sharing case study data for two years. This article shares practical suggestions for work with ELL students as well as tips for teacher-researchers.Helping New Teachers Thrive Jeanne Harmon
Washington State has a new set of standards for teacher induction programs, as well as descriptions of the knowledge and skills required for the mentors who help new teachers succeed. This effort, funded by the Paul G. Allen Family Foundation, was the result of a partnership between the Office of Superintendent of Public Instruction and The Center for Strengthening the Teaching Profession.Making Time For Professional Development And Personal Renewal To Meet Tom Hunter and Richard Scholtz
For the last 10 years in early summer, 75 teachers, administrators and parents interested in education have gathered in a beautiful place north of Seattle to create a community that wrestles with issues of teaching and learning. It's called the Northwest Teachers Conference, a 5-day, creative, intentional blending of professional development and personal renewal. The topics are substantive, the nourishment goes deep, and the participants return to their teaching with renewed energies, practical ideas, and a deepened sense of what's important.Courage to Teach Retreats Help Educators Rekindle Passion for Their Careers Scott Driscoll
Courage to Teach is a personal development and renewal program designed to provide teachers with time and support to rekindle their commitment and passion for teaching. Based on the ideas of Parker J. Palmer, the retreat series at the heart of the program is described here through the voices of participants, facilitators, and founders.My Way to Finding Me Anita Garcia Morales
For Anita Garcia Morales, learnings from her life, family, and self have found a home and a voice via her Courage To Teach journey. During her 18-month retreat series, and through ongoing work, Anita has learned to create and maintain a space for inner reflection and growth that continues to bring clarity to how she lives her life in the present.The Power of Curiosity in the Formation of a Teacher: Overseas Student Teaching Rosalie M. Romano and Stacy Simonyi
This article explores the impact of overseas student teaching on a teacher candidate two years after the experience. Curiosity is identified as a key motivator in each stage of this teacher's growth and development, from making the decision to go abroad to student teach, to preparing for the experience, and then reflecting on how she was transformed as a teacher by teaching overseas.The Merge of Global Awareness and Classroom Culture: Helping Future Teachers Meet New Challenges Camille A. Allen and George P. Antone
Colleges and universities must provide future teachers with the opportunity to learn how to prepare American students to meet the demands of globalization and the increasing interdependency among nations. The Office of International Programs of Salve Regina University has designed several ways to help future teachers to study abroad and study international content as undergraduates thus making them better suited to meet the challenges of teaching increasingly diverse students.Cortland-Belize Partnership in Special Education Teacher Development for a Developing Country William Hopkins
The article describes an innovative, extremely low-cost project to enhance the knowledge and skills of educators in Belize, Central America, to better serve special education students. Manuals that address major special-education conditions are in the last editing phase for the 282 primary schools. A Web CT site has been created, allowing interaction among teachers and with the project director. A series of CD's are being developed, where implementation strategies are demonstrated.Teachers Learning: In Their Own Words Genie Bingham Linn
Non-fictional narrative story method has given professional and personal voice to teachers' lives of change and learning in the classroom. Individual competence and professional knowing are part of the complex, interrelated system of learning that happen to teachers inside and outside of the classroom, in formal education settings, and from practical experience. This paper shares the findings from a study of five east Texas teachers from whom the author sought to learn what the teachers could tell us about themselves and their own learning experiences.
OTHER ARTICLES recently added to our website:
Temperament and The Writing Process with Young Children Teresa Piddington
An experienced second grade teacher describes Creative Systems Personality Typology and its application for temperament differentiation in learning environments."Allowing" Race in the Classroom: Students Existing in the Fullness of Their Beings Julie A. Helling
Experience teaching in an undergraduate Law and Diversity Program provides insight into the racism that is still prevalent in our learning structures. Full attention must be given to the need to let students of color exist in the fullness of their life experiences, rather than stifling these experiences.Left Handed Music Making Ryan Thomson
This article explores the tradition of violin playing that has the player fingering with the left hand and bowing with the right. It challenges this form as "the right way" for those who are naturally left-handed, and explores a number of related handedness issues.Understanding At Risk Youth-- An Innovative Approach Rudy A. Gonzales and Jonathan A. Liebert
In accordance with its mission, the Aspen Diversified Institute, employs, trains and rehabilitates disabled and disadvantaged individuals. In this article the authors describe how this non-profit educational organization has stepped beyond the traditional classroom boundaries to provide an innovative vocational education program that is based within the community.
BOOKS OF INTEREST
Possible Schools: The Reggio Approach to Urban Education by Ann Lewin-Benham, foreword by Howard Gardner
Possible Schools tells the compelling story of the Model Early Learning Center (MELC) in Washington, DC-- the only school in a U.S. urban area to successfully implement the principles of the Municipal Preschools of Reggio Emilia. The author describes the origin of this school, which served impoverished urban families, and traces its evolution from a chaotic inception to its ability to apply Reggio practices. Cloth or paperback versions of this book can be obtained from your bookseller or from http://store.tcpress.com/0807746517.shtmlLearning Cities, Learning Regions, Learning Communities: Lifelong Learning and Local Government by Norman Longworth
This book deals with the background to the learning cities/regions movement and the tools that can be used in cities, towns and regions to create a culture of learning. It contains, among others, chapters on consultation, the roles of stakeholders in universities, schools, business and industry, adult education and community organizations, the part that people can play through active citizenship and the research that has pushed forward the frontiers of what we know about the need for learning in local and regional authorities. Following the line that powerful modern cities and regions are the new city-states of the 21st century, as Athens and Venice were in the past, it suggests a new outward-looking role for cities and regions in helping to solve some of the more intransigent problems that face us today - and explains why this is crucial.Leading from the Eye of the Storm by Scott Thompson
Our public school systems must be transformed in order to help every child achieve his or her potential. However, transformational leadership can be intense, complex, and often chaotic, producing storms of resistance, controversy, and pressure. To survive such storms, Thompson contends that educators must learn to lead with peace and clarity. Order a copy from http://www.rowmaneducation.com.Making Real-Life Videos by Matthew Williams
In his new book filmmaker and media educator Williams offers a complete overview of documentary filmmaking. Designed for people who have little or no experience using digital video, it can be used by children, teens, and adults.BULLETIN BOARD
Navigating PBL: Problems and/or Projects?
Call for Articles: Summer, 2006 Issue
While many teachers report that they regularly use PBL in their classrooms, it is apparent that the distinctions between Problem Based Learning and Project Based Learning are blurred. Is it possible that Problem Based Learning is the scientific process, as practiced, and that Project Based Learning is the task that is embedded in those procedures?
What is the place of PBL (whichever one you intend), in today's schools? Is it a process or is it a product? Is it in fact what Dewey refers to as the way to approach any problem? Or is it Kirkpatrick's Project Learning? Or is it really Lillian Katz' Project Approach? Perhaps PBL is simply Creative Problem Solving with a new name? Is it appropriate for children of all ages and ability levels or is it more effective with older students and adult learners? We invite you to take this opportunity to share your experiences with PBL-- its use in the classroom or other education venues, its successes and challenges, its strengths and limitations.
Our guest editors, Robert Delisle and Stephanie Bravmann, would like the Summer, 2006 issue of the NHL journal to offer our readers descriptions of the "two PBLs" in use in classrooms (Pre K to higher ed.), explorations of their similarities and differences, investigations of the ways in which they are used, and considerations of the importance (if any) of those differences. Scholars, practitioners, and commentators are invited to submit manuscripts on this curriculum topic by June 2, 2006. Questions? Contact Robert Deslisle at rdelisle@antiochseattle.edu or Stephanie Bravmann at sglbprocount@comcast.net.
Conference: 4MAT Renewal Conference
June 23-26, 2006, Chicago metro area
Speakers include: James Zull, on The Art of Changing the Brain, Andy Hargreaves on the emotions of teaching and leading, Jeanine O'Neil Blackwell, from Aveda Corporation on Corporate outgrowths of 4MAT , and Bernice McCarthy, founder of 4MAT. For additional information on the conference, please contact About Learning at (800) 822-4MAT, or go to the Renewal Conference web page: http://aboutlearning.com/renewal/renewal06.htmConference: Northwest Teachers Conference
July 7-12, 2006 Mount Vernon, WA
For more information, read Tom Hunter and Richard Scholtz's article in this issue, or go to http://www.tomhunter.com/nwtc.htm
HAVE YOU SEEN? Related Links
Center for Strengthening Teaching Profession http://www.cstp-wa.org/index.html
Appreciative Inquiry Commons http://appreciativeinquiry.case.edu/
The Consortium for Research on Emotional Intelligence in Organizations http://www.eiconsortium.org/
Washington Alliance for Better Schools http://allianceforbetterschools.org/
Edutopia http://www.edutopia.org/
eMINTS National Center http://www.emints.org/
North Central Regional Eduation Library: Pathways to School Improvement http://www.ncrel.org/sdrs/
The Small Schools Project http://www.smallschoolsproject.org/index.asp?siteloc=teaching§ion=picturingposs
What powerful teaching and learning look like.Report: Building the Economic Case for Investments in Preschool http://www.ced.org/newsroom/center_prek.html
Report: Improving Teacher Retention http://www.ppic.org/main/publication.asp?i=383
The Public Policy Institute of California recently released a study that found professional development aimed at addressing the specific needs of new teachers is a successful and cost-effective way to increase teacher retention.Report: David Lustick and Gary Sykes: National Board Certification as Professional Development: What Are Teachers Learning? http://epaa.asu.edu/epaa/v14n5/
Over a two-year period, the authors of this report interviewed 120 secondary science teachers who were candidates for certification by the National Board for Professional Teaching Standards. Their findings suggest that the process of pursuing certification had significant impact on candidates' understanding of knowledge associated with science teaching, especially Scientific Inquiry and Assessment.Project-Based Learning is a weekly e-newsletter for tools and information published by The George Lucas Educational Foundation (GLEF). Each issue features original stories, as well as links to relevant news features, with a special focus on how K-12 students explore real-world problems, leading to a deeper knowledge of subject matter, greater motivation, and improved research and problem-solving skills. For e-newsletter queries or comments, send an email to news@edutopia.org.
Futurelab's archive of insight papers: http://www.nestafuturelab.org/research/innovations.htm
The Futurelab Innovations Workshops bring together experts from research, design and practice to investigate how new technologies can impact upon learning in 5, 10 and 15 years' time. Insight papers are written after each workshop, and you can read them here."Leonard Bernstein: An American Life" http://wfmt.com/bernstein/
A guide to an 11-part documentary illuminating the life and work of one of America's greatest classical musicians, Leonard Bernstein (1918-1990). An audio overview -- and websites for learning about Bernstein and classical music -- are provided."Moldenhauer Archives" http://memory.loc.gov/ammem/collections/moldenhauer/
Presents 130 music manuscripts, letters, and materials from a 3,500-item collection documenting the history of Western music from the medieval period through the modern era. Essays by musicologists discuss items from Bach, Beethoven, Brahms, Chopin, Handel, Liszt, Mozart, Schoenberg, Stravinsky, and other composers."NEA Jazz in the Schools" http://media.jalc.org/nea/home.php
Traces the history of jazz from its birth in New Orleans to the swing era, bebop, and new frontiers. Five lessons include essays, videos, photos, and nearly 100 music clips of Scott Joplin, Jelly Roll Morton, Louie Armstrong, Fletcher Henderson, Duke Ellington, Count Basie, Charlie Parker, Bud Powell, Miles Davis, Charlie Mingus, Sonny Rollins, John Coltrane, and others. Lessons include social and political context and are designed for history classes as well as music.
You can view other archived editions of New Horizons for Learning's Quarterly Journal. Special Journal themes include: Literacies, Differentiation, Special Needs, Out of School Opportunities, Assessment, Positive Outcomes for All, Leadership in Education, Environmental Education, Multicultural Education, New Technologies, and the Arts.
Go to New Horizons Online Journal Archive
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