Suggestions for Teachers Feeling Observation and Evaluation is Done “to” Them
In her article, “Improving Teaching,” Arneson (2015) advises teachers who feel like the observation and evaluation process is done “to” them to start believing that the administrators’ actions are geared for the common good of the teachers and the students. Consequently, my suggestions to such teachers are that they should learn to engage their colleagues in order to better the observation and evaluation process. No single individual is all-knowing; collaboration is key towards improving the teachers’ competency and students’ performance. Teachers should be open to conversations and engage the administrators on issues to do with the evaluation. If delivered in a palatable manner by teachers, a well-structured suggestion may receive positive reception from the administrators. Teachers should also learn to listen to their colleagues with an open mind and not merely answer questions. Such an approach would allow for the exchange of ideas between the administrators and the teachers.
School Culture in Teacher Leadership
Teacher leadership is a promising concept that can transform student learning and teacher development. The institution of teacher leadership roles in learning institutions is never an automatic guarantee that students’ and teachers’ development will improve (Goodwin, 2013). The school culture is a crucial matrix to the success of teacher leadership. It is my view that cases of school culture impeding teacher leadership arise out of the institution of teacher leadership roles prior to learning and understanding the existent school culture. It is important to study the prevalent school culture and determine if it would support teacher leadership. Teacher leadership is hindered by a toxic school culture that does not encourage communication and collaboration amongst colleagues. If teacher leadership is instituted in an environment with such a culture, it is doomed to fail.
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The impediment of teacher leadership by school cultures can be avoided by taking time to learn the prevalent school culture. If the school culture is non-supportive of teacher leadership, efforts should be made to improve the culture. According to the Massachusetts Department of Elementary and Secondary Education (2015), a school culture that could support teacher leadership is characterized by clear communication and collaboration between administrators, teachers, and other school staff, a trusting environment, and a problem-solving orientation to issues in the school. If such a culture is non-existent in the school, administrators and staff should collaborate to improve the culture before instituting teacher leadership roles.
References
Arneson, S. (2015). Improving teaching, One conversation at a time [Ebook]. Retrieved 7 February 2021, from https://blueprinttoolsandresources.com/wp-content/uploads/Improving-Teaching-One-Conversation-at-a-Time-Educational-Leadership-1.pdf .
Goodwin, B. (2013, October). Teacher leadership: No guarantee of success - Educational leadership . ASCD: Professional Learning & Community for Educators. https://www.ascd.org/publications/educational-leadership/oct13/vol71/num02/Teacher-Leadership@-No-Guarantee-of-Success.aspx
Massachusetts Department of Elementary and Secondary Education. (2015). Building a school culture that supports teacher leadership . https://www.doe.mass.edu/edeffectiveness/leadership/building-school-culture.pdf
