posted by:
|
Scott Hays
on November 11, 1998
at 7:23AM
|
subject:
|
Teacher Leaders
|
LASERS (Language Acquisition through Science Education in Rural Schools) is located in the Monterey Bay area (Salinas & Pajaro River basins) and serves seven districts spread over three counties. The core of our work centers around one or two Resource Teachers at each site. We prefer that each site have two RTs, but this is not always the case. We similarly prefer that these RTs be self-selected and that they serve for the duration of the project, but this, too, is not always the case. We further have gradually brought schools into the project over time, thus we have RTs who represent and work in either Phase I (schools in the Project for three years), Phase II and now Phase III schools. Training, duties and support for these Resource Teachers obviously differ based upon many factors (including the fact that some RTs from Phase I schools are brand new, though the school, and many of its LASERS teachers, have been in the Project for three years).
At each site, Resource Teachers are practicing classroom teachers. They organize and facilitate regular meetings of other teachers on site who have volunteered to participate in the LASERS Project. This group is collectively referred to as a Core Team. Meetings of the Core Team are recommended to take place once a month, usually after school, but variations on this model occur regularly. Core Team members (including the RTs) are entitled to attend pull-out, two- or three-day workshop series during the course of the year -- LASERS funds release time for the subs and its staff organizes, presents and conducts follow-up with the Core Team teachers. These workshops cover an array of topics and issues related to practice (issues of effective science and making the science content accessible to all students, inquiry science at two levels, peer coaching at two levels, assessment, etc.), and generally involve some type of homework assignment between workshop sessions to encourage practice and discussion on site. Furthermore, these workshops are staggered in such a way that conversations between Core Team members on site have practical impact on classroom practice.
Practice on-site, then, is encouraged through participation in the workshops. Reflection about practice becomes a key focus of Core Team meetings. Support of that practice is provided by RTs through peer-coaching, if desired. Often, an individual teacher's practice (or questions about the practice) is featured at a Core Team meeting -- a format for the "feature teacher" presentation is provided, though RTs are free to select their own procedures.
Another area in which RTs provide leadership affects the entire school community. In implementing a science program on-site, even if the focus is on only a few teachers, RTs often find themselves responsible for materials support -- either conducting needs-surveys, locating and setting up a materials center, supervising or creating a check-out and resupply system, as well as all the other tedious work that goes into the nuts and bolts of providing the material support necessary to teach science. In many schools, a parent coordinator takes on this responsibility. The Parent Coordinator also is contacted (cajoled, pleaded with, talked into, convinced, recruited -- take your pick), directed and supervised by the RTs on site. They and the RT work together to help develop a school garden center and to coordinate the development and support of community involvement. Finally (maybe), RTs work with Staff Developers to provide inservice of varying forms to the entire staff on site.
Resource Teachers, in turn, receive additional support in order to help them as teacher-leaders on-site or within their districts. They attend a week-long summer institute which focuses on issues related to curriculum implementation, peer-coaching and facilitation skills, and leadership. The Institute is held concurrently with the LASERS Summer Academy where the reflection model of the "core team" (actually, grade level teams teaching the same material to their summer school classes) is practiced on a regular basis. Resource Teachers meet regularly during the school year -- in one or more of either regularly scheduled district RT meetings, in three "Network Days" (where all RTs come together to share successes, roadblocks and discuss strategies), or in monthly meetings of the newest RTs (Phase III) where their own classroom practice takes on the key focus. Finally, Staff Developers from LASERS are each assigned 1-2 districts and make regular site-visits to the LASERS schools in those districts. The site-visits have regular functions and activities, but are also designed to be flexible in order to meet the individual needs of RTs or Core Team members at each site. Additional release time is provided by LASERS or the school for some of those site-visits to take place during the school day (providing for on-site long-range planning, collaboration between teachers, and the like).
Of course, the degree to which this model is carried out in real life is dependent upon many factors, most of which act as obstacles to clean implementation rather than as supporting factors. The key lies in the skills, knowledge and character of the individual teachers who take on the task of RT. All are moving from one set of understandings (role, practice, leadership, content, etc.) to a different level, and our task is to move them forward. We do not always succeed, or sometimes the success is not readily apparent. The goal is to create a leadership base within the seven districts that can function and continue to lead after funding for LASERS expires. Leadership in an elementary school setting often takes on peculiar expressions (sometimes even in a totally different content areas, we find, as teachers are asked to take on expanding roles once they demonstrate the ability -- or willingness -- to take on any role or, as is often the case, their interests change and grow).
One notable outgrowth of our model is especially promising. After three years of participation at the RT level, we found several of our teacher-leaders were ready to assume a greater role. We have therefore created a new position which we call the Leadership Cadre. We have found 1-2 RTs within each of the seven districts willing to step into this role. They have remained in the classroom, but have given up their RT position (and the responsibilities it entails). Instead, they are serving as a district-wide resource to other RTs, to Core Teams, to teachers not on a core team, to each other, and across the LASERS Project. The role they perform varies from district to district, but generally has been defined by them in meetings with the other RTs, the Staff Developer and site- or district administrators. They have presented at regional, state and national conferences. And they are now taking on a larger role in the Summer Academy -- attending a series of Saturday seminars designed to increase their science content knowledge in the area that will be the content focus of the summer school so they can better train the Summer Academy teachers in the use of instructional materials which teach that content.
|
|