How will I validate my claims to know my standards? (Delong, 2001). The answer to this question is evident in the various voices I quote to validate my claims to know my standards. Many voices interweave in my "dream keeper" of experience that validate my "living standards of practice." The voices begin at five evenly spaced points on a circle, forming a five pointed star. The first point stands for the voices of academic literature (everything we cannot touch). The second point represents the voices of people involved in my personal and professional life (all that moves and breathes). I find these voices in letters, e-mails, surveys, questionnaires, and video transcripts. The third point represents the voices of all people who are a thread of the past in my personal history exploration (the elements). Written correspondence, photographs, and reflective journal entries provide information representing voices of the past. The fourth point is my voice (self-validation) represented in the form of personal reflections and experiential narratives (green and growing things). The fifth point of the star is my faith and the spiritual dimension of my life (Mother Nature). My standards are the values which I claim to live my life, and it is the many voices that move my thinking forward helping me to determine if my espoused values are the values that I am actually practising (implicit values). These many voices are interwoven in each chapter of my project.
I believe that at the core of my values is the statement, "People don't care what you know until they know that you care." I value loving care, trust, empathy, listening with heart, humour, collaborative decision making, and passion for learning in the communicative relationships that I have established with my peers.
A first-grade teacher contacted me and asked if I could come to see her, before school, with recommended early literacy resources to assist her with ordering new resources for her classroom. When I arrived at the school I was greeted by the entire primary division and administrator, except for the teacher who telephoned me. The teacher who called me arrived late and came in very upset because she had forgotten about the meeting. She was on the schedule to provide treats for the staff that day and was preoccupied with preparing for her commitment. I assured her that there was no problem because I recognized how "violent and aggressive" teachers can get when treat day is missed or if you arrive with donuts. We all laughed together and the meeting continued.
Humour began a meeting that became both teacher directed and collaborative. The staff discussed the strengths and weaknesses in their programs and decided on a program that would be consistent across the primary and junior divisions. I was an active, empathetic listener offering advice when requested, but a learner in the group discussion as well. (H. Knill-Griesser, reflective journal, June 2, 2000)
Walker (1995) explains that,
Learning is by nature social and is most likely to occur when learners share ideas, inquire, and problem-solve together. Learners, to go beyond rote-learning, must have opportunities to make sense of new knowledge and create meaning for themselves based on individual and shared experiences. (Lambert et al., 1995, p. 171)
I believe that empathetic and attentive listening is important in my relationships with individuals, because it builds the foundation of trust and mutual understanding. I follow Stephen Covey's (1990) advice and listen, listen, listen. Robert Greenleaf (1977) and I are kindred spirits quoting the prayer of St. Francis, "Lord, grant that I may seek not so much to be understood as to understand." It is important to "lead beside" my peers, preparing the environment and creating opportunities for growth and risk taking.
My morning began as facilitator, preparing the computer lab for my writing team of three teachers. Blase and Blase (1994, p. 100) describe the role of the facilitator as "supporting teachers with encouragement, resources, thoughtful discussion, and many opportunities for collaborative problem solving." It was the fifth meeting of the group who were writing a combined-grade poetry unit using the Curriculum Unit Planner. Each previous meeting I had worked in close proximity to the group, offering advice and information when it was requested by the team members. Today I planned to work in my office, away from the computer lab, but available for questions or concerns that might arise.
My writing team confidently arrived with their resources and, as usual, crowded around one computer in the lab to collaboratively work on their unit. I asked if there was anything that they required to begin their day. They assured me that they had all the resources they needed and that they would search for me if they had any problems.
I returned to my office and wrestled with the question, "Was I making the correct choice by leaving my writing team on their own? Would they feel that I was abandoning them since I had worked in close proximity to them in the past?" I discussed my concerns with the Intermediate Teacher Consultant, who posed the following questions. What is the purpose of your curriculum writing and why is it important that the team work alone? I commented that the purpose of curriculum writing was to develop Grand Erie District School Board Units that were written by teachers, so that they could gain confidence, understanding, and experience using backward design planning and the curriculum unit planner. These teachers would then act as "teacher leaders" to communicate their knowledge to their peers. They would apply their knowledge by writing curriculum using the planner in the future, either independently or as a team. It was important for the team to work alone to gain self-confidence, share ideas, problem-solve together, and become empowered in a "power-to" approach. Sergiovanni (1992) describes power-to as a source of energy for achieving shared purposes and goals.
My colleague commented that as consultants it was our responsibility to work ourselves out of a job so that we become unnecessary. At this moment the writing team searched me out to assist them with a problem. My colleague commented, "I think you're succeeding in your vision."
In the afternoon I observed a further growth of my team. Two teachers were writing the descriptions in subtasks on one computer, while the third teacher was designing the blackline masters independently on a second computer. This reminded me of my experience as a writing team member. It was an example that the writing team had successfully built their foundation of trust, collegiality, and confidence in their interdependent relationships. They trusted the third colleague to work independently while the other two team members wrote the descriptions. (H. Knill-Griesser, reflective journal, November 3, 2000)
Leading beside resulted in the "empowerment" of the teachers on my writing team. I believe I was acting as a transformational and facilitative leader. "Bass and his colleagues define transformational leadership as including charisma or idealized influence, inspirational motivation, intellectual stimulation and individualized consideration, referred to in more recent publications as the four 'i's" (Leithwood, Jantzi & Steinbach, 2000, p. 29). Margaret Cottrill, a teacher with the Grand Erie District School Board and member of the writing team commented, "You are a fabulous writing team leader, extremely helpful, but not intrusive"(M. Cottrill, response to interview questionnaire, January 26, 2001).
Brenda Smith, a second member of the writing team, when interviewed about her experience as a member of the writing team, commented,
Benefits of this method of planning obviously include becoming more familiar with the curriculum planner and having the opportunity to share experiences, expertise and resources with other team members. It's great to be able to throw around ideas until we come upon one that is "perfect" for our unit and what we want to accomplish.
I learned about new resources and teaching methods. I had "sworn off" the curriculum planner when I was first introduced to it. This experience has helped me see its merits and I will use it again.
The final product will help to improve student learning in my classroom. I have not included poetry writing very much in my students' curriculum. I intend to use this unit in my own classroom and see how viable it is. (B. Smith, response to interview questionnaire, January 26, 2001)
Laurie Murray, another member of the curriculum writing team, commented that the experience had a positive influence on her learning.
Thinking of more than just accommodating my students enhanced my lesson plans. I really thought about which curriculum expectations were being met in my units. Not that I don't do it now, I just thought of more areas that expectations can be taken from. (L. Murray, response to interview questionnaire, January 26, 2001)
I support the opinion of Delong (2000) who states, "I believe that it is in nurturing people, in caring about them in a way that they feel valued and honoured, that I can help them to become autonomous and strive to realise the educative potential within themselves" (as cited in McNiff & Whitehead, 2000, p. 282). In my support of teachers, I recognize that "teacher education must be related to those they are teaching (Huberman, 1992), how teaching must always be seen in relation to learning" (McNiff & Whitehead, 2000, p. 212).
Delong (2000) comments that if she can trace the success of one student to a teacher that she has influenced, then she can begin to infer that she is helping to improve student learning. Administrative demands of my out-of-classroom landscape frequently prevent me from working collaboratively with teachers in the in-classroom place (Connelly & Clandinin, 1999). It is the in-classroom place where the success of students and the influence on teachers can be easily traced. On September 21, 2000 I was invited to a primary classroom in the Grand Erie District School Board to introduce the process of whole group math journals to the teacher and the students. We initially brainstormed problem-solving strategies that we would use to solve the math problem, and I modelled the process for the teacher and the students. The students then worked in groups to collaboratively solve a math problem using pictures, numbers, and words.
Vanessa See, the grade 3 teacher, has continued to use math journals in her class and commented,
I was interested in completing whole group math journals for a variety of reasons: to improve cooperation, to encourage students that are strong in math to become leaders, and to encourage students to explain their thinking. I feel the whole group math journals have begun to help improve student learning in my classroom. I feel the greatest benefit has been self-esteem. Some unexpected students have become the leaders in their groups, and they feel good about it. The journals have also helped improve my students' ability to communicate their ideas in written form. The process has helped to emphasize words, numbers and pictures. I haven't really found any problems with the process. Students that don't contribute ideas are able to observe other students engaged in the process. (V. See, response to interview questionnaire, January 25, 2001)
A teacher approached me at the beginning of the school year about organizing a Teacher Book Club. She expressed her concern with not making time to keep up on professional reading and her lack of engagement in professional dialogue. I agreed to make arrangements to facilitate the group. In discussing my plans with Bill Valoppi, the Program Co-ordinator of Curriculum, he commented that because the teacher felt comfortable enough to approach me to start this program, it provided evidence of my values in my practice. He commented that in my practice I am supporting and encouraging lifelong learning with teachers.
Goldberg and Pesko (2000) state,
Interweaving pleasure and practicality makes a teachers' book club a powerful option for school districts looking for a fresh approach to professional development. Busy school days rarely allow teachers to talk socially or professionally. With The Teacher Book Club, educators get together and enjoy literature and the social nature of a book club while they probe literacy from different angles. We read and discuss literature, analyze our personal preferences for reading, reflect on classroom practices, and modify classroom practices on the basis of what we learned. (p. 39)
It is important for teachers to develop a better understanding of the needs of their students as readers by engaging themselves in reading, self-reflection, and responding to literature. Teachers read, respond, and reflect through a "new lens" to help enrich their understanding of literacy (Goldberg & Pesko, 2000). Presently there are nine members participating in The Teacher Book Club, consisting of teachers, administrators, and consultants. The group decided, at the initial meeting, that they would like to meet in a relaxed atmosphere at local restaurants to engage in professional dialogue and share new ideas and perspectives. I was concerned whether my values were evident in my practice as facilitator of The Teacher Book Club. Cheryl Black, an administrator and member of the group, dispelled my fears, commenting,
I was really impressed at the depth of discussion and, the openness of each member. They were speaking quite openly about "why" certain quotes spoke to them. It helped me, once again, understand the concept of a reflection journal and why writing about what we have read is important.
I like the way you let the group lead itself. You did not come with a list or an agenda, but let things flow. That empowered the members of the group and, showed by your actions, that their points about the book were worthy and valued. You were truly, "leading from beside". Someone with a different philosophy could have tried to teach the group about the book or, tried to be "the expert". Your approach helped create a much more comfortable atmosphere--you were a member of the group and, facilitator (by ordering the books and booking the restaurant). The relaxed atmosphere of the restaurant was wonderful, also.
I think it is really rejuvenating to be with people who share common values: love for books, love for learning and love for children...the book club is a safe place to discuss positive aspects of the job. (C. Black, e-mail correspondence, January 29, 2001)
I use my knowledge and experience in action research to encourage and support others to find their solutions to educational issues. Elaine Hamilton, a teacher researcher for the Grand Erie District School Board commented,
I feel by participating in the Action Research Process I gained a better understanding of who I am as a teacher, and a deeper understanding of the needs of my students. I was fortunate to present my research at the Act, Reflect, Revise Conference in Toronto in December 1999. It was very rewarding to have one participant clearly voice the purpose of action research during the discussion following our presentation. We had been able to provide her with a clearer view...The research project reminded me that yes the learning of the whole class is important, but if we as teachers can affect the academic attitude and learning of our students; even one individual, then we have succeeded. (E. Hamilton, response to interview questionnaire, January 25, 2001)
I support the belief of Kruse and Seashore Louis (1999), who state that "the growth of one teacher benefits all teachers and students through extended focus on improved practice and student learning" (p. 11).
Diamond and Mullen (1999) acknowledge the diversity of voices in self-narrative study, commenting,
To speak of the experience of self, we use a diversity of voices, genres, styles, and texts, including the author's narrative; stylized versions both of the everyday speech of participants and of semiliterary everyday narratives (letters, diaries, and journals); and extracts taken from other authors who have contributed to the literature (Bakhtin, 1981). This multiform, novelistic expansion transforms the essay into self-narrative....We widen the range of usual content and strategies by adding personal voices and self-reflection. (p. 243)
Listening to the voices of others has assisted me in improving the quality of my influence as workshop leader in supporting teachers to improve student learning. Sharp (1993) states,
Rather than trying to emulate someone else's approach, find your own strengths and use them in your workshops. Learn to trust your intuition and instincts, and adapt other people's ideas and suggestions to suit your personal facilitation style. One of the most important characteristics of an effective workshop facilitator is authenticity--plan and conduct your workshops in a way that reflects your personality. (p. 4)
Jan Moore is a First Steps Trainer for Irwin Professional Training and a doctoral student at The Ontario Institute for Studies in Education at the University of Toronto. She is currently on leave from the Queensland Department of Education in Australia. In addition to 20 years experience as an elementary teacher in Australia, England, and Canada, Jan was recently a Senior Consultant in Brisbane. The 8 day Tutor Training Course I participated in was the most valuable experience I have ever completed examining a professional development resource (Irwin Professional Training, 1995) to improve student outcomes in literacy. The success of the workshop was attributed to the planning, organization and presentation of the workshop presenter.
I arrived at the Simcoe County Board of Education on a dull, dreary, overcast morning 2 weeks before Christmas vacation. Although I was excited about the training session, I was also anxious about being 200 kilometres away from home as the holiday festive season approached. I had made arrangements for family members to attend the Christmas functions that my children would be participating in. I hoped that my children would not have to seek therapy in their adult life as a consequence of their mother not being present for their participation in holiday productions.
I entered the workshop location to experience a room brightly lit by the environmental print that was neatly and strategically placed around the room. The circular tables were positioned to facilitate independent, paired, and small group interaction. The smell of freshly brewed coffee and homemade baked sweets permeated the room. An energetic, enthusiastic, and animated individual set the tone for the workshop, welcoming and greeting each participant as they entered the room. Participants entering the room were revitalized by the contagious energy emanating from this friendly, middle-aged woman with a delightful Australian accent and auburn hair.
At the end of the day I reflected on the first of many successful workshops that would be presented by Jan Moore over the 8 day period. I created a "top ten" list that I would model in my future workshop presentations:
- Use lots of bright environmental print that is welcoming to the participants. Preparation of the environment creates a pleasant workshop atmosphere.
- Balance the workshop with independent, paired, small, and whole group activities. Maintain a balance between interaction and information.
- Provide anecdotal narratives to develop a "familiar" rapport with the participants. Know your material and relate the knowledge to the personal experience of the educators so that learning is authentic.
- Incorporate humour throughout the workshop presentation.
- Keep your energy level high, because it is definitely contagious. Provide food and refreshments to energize workshop participants.
- Be prepared to adapt the workshop to meet the needs of the participants. Jan had an incredible ability to "read" her participants. If the audience seemed tired, an energizer was automatically delivered or she adapted her program accordingly.
- Respect silence!! When asking a question, stop and wait for a response giving the participants time for reflection.
- Keep the audience physically active. Encourage meaningful participation.
- Provide a variety of hands-on manipulatives and meet the learning styles and multiple intelligences of the adult group.
- Messages should be SHORT, SHARP, AND SHINY (An Australian term frequently repeated by Jan). Messages delivered to your colleagues need to be SHORT (time is valuable), SHARP (include meaningful and relevant information) and SHINY (engaging and entertaining ). (H. Knill-Griesser, Reflective Journal, December 20, 2000)
Peggy Sharp (1993) states that adult participants have many concerns outside of the workshop that may affect their learning, and it is important to be aware of this.
Obstacles to learning emanate from family, personal, and community responsibilities, as well as from social pressures on the job. As you're planning and conducting your workshop, be aware of personal and professional contextual factors that may affect the teachers' ability to respond. (p. 17)
Jan was aware of the anxieties that the participants were bringing to the workshop, including poor weather forecasts and driving conditions as well as being away from their families and jobs 2 weeks before Christmas vacation. She addressed the concerns of the participants frequently throughout the workshop.
Sharp (1993) identifies three key qualities that make a successful facilitator. These include extensive knowledge and a passion for the topic being presented, flexibility in your workshop presentation, and sincerity.
In my initial workshop presentations in my role as teacher consultant, I initially underwent what Stephen Brookfield (1990) identifies as the imposter syndrome (cited in Sharp, 1993). I wondered what I could possibly share with individuals with substantially more experience than me. Why would they choose to listen to what a "new kid on the block" would have to say? It was comforting to know that most workshop facilitators have experienced this feeling at various times in their careers. As I facilitated more and more workshops and strengthened my own personal professional development, I gained confidence in my ability to facilitate the participating teachers' learning.
Information presented to the participants needs to be modelled through practice during the workshop. Jan Moore linked her presentation to the factors of PEWIT. PEWIT is essential for effective learning to occur and involves problem solving, embeddedness, working memory, interaction, and time. The Three Rs were also important factors to learning that included reflection, representation, and reporting. New learners need time to reflect on their experiences, represent their learning in a form that is meaningful to them, and clarify their thinking by reporting their new learning to others.
P.C. Wu (1987) identifies the importance of teacher consultants as workshop facilitators:
Teachers as consultants know what is occurring day to day in the classroom; teacher consultants create a comfortable atmosphere, facilitating the exchange of ideas; teacher-directed workshops tend to involve active participation; teacher-led workshops are usually practical and immediately applicable to the classroom; teacher consultants understand the resources and time available to teachers; teacher-led workshops provide more consultants with less expense. (cited in Sharp, 1993, p. 3)
I will continue to improve my practice as an effective workshop facilitator, planning and conducting my workshops in a way that reflects my personality and values, modelling the successful strategies used by my mentors.
"People who are truly effective have the humility and reverence to recognize their own perceptual limitations and to appreciate the rich resources available through interaction with the hearts and minds of other human beings" (A. Covey, Merrill, & Merrill, 1997, p.164). Listening to the hearts and minds of others interweaving in my "dream keeper" of experience will validate my "living standards of practice."
