Professional Documents
Culture Documents
Alana Martin
ED6109
It is Monday. The students in sixth grade enter their classrooms at their private
students sit yet another math test, regurgitating their knowledge of data and statistics.
Another day passes and, for some children, their excitement and passion for learning
drains out of their minds a little bit more. They did not tap into the creative center of
their brains and they perhaps went through their entire school day without being
This, unfortunately, is the state of many schools around the world. Many
students are being taught in a traditional way that does not suit their modern learning
styles. Countless schools have struggled with the demands of standardization and
limiting access to many other subjects that promote creativity and cultural literacy
(Hargreaves & Shirley, 2008). Many schools remain suspended in time, not adapting
to new pedagogical advances that present exciting and opportunities for students
How is it that education has gotten to this place, seemingly stuck in the
industrial age? Our students are citizens of an exciting new world of fast paced
change and globalization. They are preparing for careers in technology and innovation
that require skills that are not developed in traditional school settings. This future is
far removed from the industrialized world where schools were originally developed.
Schools must adapt to the needs of the 21st century student by providing opportunity
for developing critical thinking and collaboratively solving problems based on real
world problems as well as using new technologies (Alismail & McGuire, 2015).
This paper will discuss how the current state of education has important
implications for leaders who wish to achieve dramatic change in their own schools.
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and the implications for the current and future leaders, myself included. To provide an
YCIS. After four years as a teacher leader in various roles, I have been promoted to a
middle leadership role, tasked with the job of evolving our current lower secondary
school, comprised of grades 5, 6 and 7 from its traditional structure, into a the Lower
something that did not exist in the subject specific classes of lower secondary before,
and a focus on project based learning and personalized learning. The teachers will be
practices will also be examined and there will be increased opportunities for teachers
to build common assessments linked between subject areas. Looking forward, the
classrooms will be renovated in 2018 in order to provide an open and flexible learning
space without the traditional walls of the current corridor. One such open plan space
has already been built at the start of this school year for our second grade students and
the teachers and students have achieved much success utilizing the new area so far
this year. YCIS is keen to explore how non-traditional learning spaces across the
whole campus within seven different Learning Communities might provide more
opportunities for learning for our students. When learning spaces are developed in a
more creative way, pedagogy also tends to evolve, allowing for more progressive
teaching practices and a step away from traditional teaching styles (Rigolon, 2010).
Learning Communities are the future of our school and renovations across the campus
are part of the long-term plan for providing a more meaningful education for our
students.
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me and this paper could not have come at a better time. It will provide me the
better serve our staff and students at our ECE-12 school. This paper will argue that in
the challenges of change management while we build trust and relationships between
colleagues and leadership, increase opportunity for collaboration, and provide training
First and foremost, providing conditions for any change to occur involves a
fine balance for school leaders. Even when the reasons for the change are reasonable
and undeniable, it is inevitable that there will be resistance. Leaders should see this
frustration (Murphy, 2016). Leaders must learn to listen to the needs of the staff and
adapt their approach in order to allow for teachers to become familiar with the
initiative while staying true to the overall goal. Providing continued support and an
unwavering message while working as a team to provide stability during the cultural
school systems have been wracked with reform, making initiatives seem like an
epidemic, rather than a cure. Many teachers are often overworked, scrutinized and not
given the autonomy necessary to use their professional judgment (Day & Smethem,
change framework that can help balance resistance while reinvigorating the
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professionalism of teachers and allowing for a clear path of change to be seen and
understood.
of the changes afoot and to help gain buy in. Throughout the process, teachers have
received the vision at various times and were provided opportunities to raise
questions, concerns and provide insight into the planning of Learning Communities,
thereby respecting their need for professional input. Pedagogy has been discussed as
we explored what we can do as teachers to best help our students learn. There has
been resistance to the initiative throughout the rocky process, but many teachers are
curiosity has been piqued. This positive outcome may be a result of a slow and steady
initiative, that was unwavering in its message. Teachers were a part of the process, not
simply forced to proceed as mandated. The change management process is far from
over, but the wheels have been set in motion in a good direction.
Now that the stage has been set for the shift to Learning Communities, the
next implication for the leadership is to continuing establishing trust and relationships
between leadership and staff as well as between teachers who will be placed in new
teams. Teachers need to be listened to carefully and their human nature taken into
account as the initiative is nudged forward. Hargreaves & Fullan (2013) argue the
importance of building professional and social capital between the teachers and
thrive, long-term goals can be realized more quickly and effectively (page 37).
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Teachers need to be respected as professionals and their relationships with each other
need to be valued and unthreatened through the process of change (Murphy, 2016).
Using the group to change the group and focusing on the social capital already
developed within teams gives leaders the ability to lead changes that can have a strong
Interestingly, trust and relationships between staff and administration can also
behavior that can be predictable and anticipated. No matter how effective a leader has
the potential to be, if human nature is not taken into account, initiatives have a high
probability of failure (Goodwin, 2016). There are a great number of personality types
on any given team and being aware of the specific needs of individuals could aid
leaders in ensuring the initiatives are tailored to the requirements of the staff
(Goodwin, 2016). This useful theory could help the leaders at YCIS be more sensitive
to the needs of the staff while building relationships to ensure the desired changed
gains traction. This is an interesting notion and one that requires more research and
The next area for school leaders to nurture is collaboration, the cornerstone of
any successful initiative. Teams must find the courage to work together; otherwise the
desired change is not likely be realized. There is no other way. But collaboration does
not just happen. This is the next major implication to school leaders. How will
Time and structure of the school day need to be examined for meaningful
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down old schedules could lead to an increased ability to allow for teachers to meet
(Gorodetsky & Barak, 2009). Time is our greatest resource and one that needs to be
managed and protected if teams are to become truly collaborative (Killion, 2016). At
YCIS we are starting to look more creatively at our school day structure and time is
being slowly etched out for the new teams to meet. It is not known if this time will
suffice, but it is a start and further advocacy for time may be needed in the future.
Collaboration does not happen magically, even if the time and a location are
Learning Communities (PLCs) are a great option for structuring the teams work. A
PLC is a powerful tool that could effect large system change, not only in a singular
school, but also within the educational system at large (Fullan, 2006). There is the
danger of calling a group a PLC, but not providing the time and structure for it to
really flourish. When done correctly, through reflection, discussion and proper
consensus building techniques, teachers can find the courage to try new teaching
strategies they never considered before and the effect on student achievement can be
Learning. He makes note of the core elements of PLCs that include: developing a
commitment to improvement and focus on results (PLCs Revisited section, para. 7).
In order for PLCs to be effective, structural systems as well as the culture within the
school needs to have support from leadership and a focus on current and future
The platform of PLC is a new concept for our school that we could utilize to
provide the support and collaboration that could build strong and effective Learning
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Communities within our school. It will be challenging, but with proper training for
The last puzzle piece for our leaders to factor into the initiative is training.
This is a massive task and the research points to the importance of developing teacher
capacities time and time again as one of the most influential factors in achieving any
kind of system wide change. Providing the space to collectively explore issues in
teachers to lead their own professional development has the potential to positively
influence colleagues while giving teachers the tools to find innovative ways to evolve
their schools (Frost, 2012). It is important to tailor training to the needs of the
teachers. Allowing greater choice and autonomy for teachers and avoiding a one size
fits all approach can help weave the personal into the professional development.
Teachers who have the ability to personalize their professional development will often
criticize that which they feel is not best for their students and find fulfillment from
development (Kennedy, 2014) and this makes the job for leaders quite challenging.
What do leaders see as required training for their vision to have success? Can trust be
extended to teachers to effectively inquire together to have the best impact on their
students? At YCIS we are in the process of considering which training is best to help
students change, so does the need for the flexible learning spaces that will continue to
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be developed across our campus. The teachers will require continual training and
support while they transition from traditional classrooms to effectively use the new
spaces (Saltmarsh, Chapman, Campbell & Drew, 2015). Further training in how to
however, based on the research in this paper, the teachers and leadership, myself
included, should be given the option to choose their research focus, what resources
are used and the mode of their training. This increased choice could give the team
collective ownership for the implications of the training and how it is used to have the
Conclusions
game of chess. I find that my recommendations for leaders at YCIS are all dependent
upon each other, linked in a detailed fabric that will become our Learning Community
culture. The leaders must be mindful of the steps taken while proceeding through
change management stages. Relationship and trust must be built and maintained
between leaders and teachers and within new working teams. Systems must be altered
and examined in order to find time and space for collaboration. Both teachers and
leaders need to be well versed in what makes for strong and effective collaboration
that leads to increased student engagement and achievement. Teacher training must be
also very exciting. I look forward to embarking on this journey as Lower Secondary
Coordinator and am ready to tackle the above recommendations along with the rest of
the leadership team as we form our Learning Communities. We have a lot of work
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ahead of us, but if we can successfully focus on the needs of the teachers and students
alike, the end result will be an exciting new educational opportunity for us all.
References
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Current Research and Practice. Journal of Education And Practice, 6 (6). 150-
154
35(2). 199-211.
Day, C., & Smethem, L. (2009). The Effects of Reform: Have Teachers Really Lost
157.
Faulkner, J., & Latham, G. (2016). Adventurous Lives: Teacher Qualities for 21st
205-227.
14.
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73(9). 16-20.
Hargreaves, A., & Fullan, M. (2013). The Power of Professional Capital: With an
Hargreaves, E., & Preece, S. (2014). The Value of the Personal in Teachers
40(1). 130-146.
Killion, J. (2016). Establish Time for Learning: Finding Time to Collaborate Takes
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Murphy, M. (2016). The Tug of War Between Change and Resistance. Educational
Rigolon, A. (2010). European Design Types for 21st Century Schools: An Overview.
CELE Exchange.
Saltmarsh, S., Chapman. A., Campbell. M., & Drew, C. (2015). Putting Structure
Wright, L., & da Costa, J. (2016). Rethinking Professional Development for School
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