STRIDES TOWARDS EXCELLENCE
Conclusion Through teacher-directed collaborative conversations, teachers are empowered to take ownership for their professional development needs in more deliberate and focused ways. Transforming instructional practices through teacher-directed collaborative conversations also allows teachers to deepen their understanding of strategies that have not produced desired student outcomes, and implement corrective action. This approach and the methods included support the premise that teachers are capable problem-solvers who can clarify and challenge existing practices that are unproductive and design effective ways to increase student achievement. Gratz (2010) concluded “professionals are motivated by positive working environments, the respect of their colleagues, the ability to apply their professional knowledge and skills in problem solving, and the opportunity to contribute to their immediate and larger communities” (p. 18). When teachers examine student learning outcomes with a lens focused on their practices, they bring into view ineffective instructional habits. Recognition of these instructional practices is the beginning of an exciting journey for some teachers. With the assistance of their colleagues and the collegial nature of teacher- directed collaborative conversations, teachers should feel supported and open to alternative ways of expanding their knowledge of instruction and taking corrective action.
References
Comer, J. (2004). Leave no child behind: Preparing today’s youth for tomorrow’s world. New Haven, CT: Yale University Press.
Cranton, P. (1994). Understanding and promoting transformative learning. San Francisco, CA: Jossey-Bass.
Glickman, C., Gordon, S., & Ross-Gordon, J. (2007). SuperVision and instructional leadership: A developmental approach 9 (7th ed.). Boston, MA: Pearson.
Gordan, S. (2004). Professional development for school improvement: Empowering learning communities. Boston, MA:Pearson.
Gratz, D. (2010 May ). Looming questions in performance pay: Reformers must define teacher and student performance and agree on the goals of schooling when proposing a performance pay scheme. Phi Delta Kappan, 91, 16-21.
McMillan, J. (2007). Classroom assessment: Principles and practice for effective standards-based instruction (4th ed.). Boston, MA: Pearson.
Spring 2011 Vol. 8 No. 1 Virginia Educational Leadership 35
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