Creating Partnerships to Replicate Instructional Models in a New School

• In Event: The Tight-Loose Paradox Around Instructional Models: Where Do I Stand as a Teacher Leader?

Abstract

Purpose: I use self-study to gain a better knowledge of “How do I create partnerships to replicate the instructional model in a new school?” As a teacher-leader for over a decade and the lead of the regional professional learning group, I am exploring my role of change agent as I enter a new school.
Theoretical Framework: This study is grounded in Rosenholtz’s (1989) social-organizational framework. Both the structures of the school and the social interactions within it inform my approach.
Contextual Framework: After being an instructional coach and teacher in one small urban middle school, I have moved to be a Civics teacher in a suburban school with a different population. I am using the past, present, and future to explore my role in systems change.
Methods and Data: I use self-study to make evident my thinking through reflective cycles of decision-making (Hamilton, et al., 2008). Since self-study privileges life story and voice, I am the instrument in posing intentional cycles of questions and inquiry into improving my own practice (LaBoskey, 2004). My teacher research group colleagues serve as critical friends who continuously check the trustworthiness of my data cycles and conclusions (LaBoskey, 2004). My data for written reflective cycles include meeting notes and emails from PLCs and department meetings as well as my interactions and social networks recorded in narrative and graphic formats. I am diving into conversations with colleagues (PLC & department) and their willingness to partner together and try implementing research based strategies into their classrooms.
Substantiated Conclusions: This is a preliminary paper for an ongoing study. Reflective cycle data will be included in the final paper in a narrative format with the cycles embedded as graphics. I am currently focused on “being me” and implementing strategies in my own classroom, exploring my role in a new place where I haven’t been asked to lead. I am modeling for others what this looks like through PLC conversations and department meetings. My continued actions are around finding partners within my grade level that are more willing to try something new.
Implications: I believe the best people to solve issues in education are the classroom teachers engaged in the daily work. This question matters because as teachers understand and implement the instructional model, it creates a sense of ownership, professionalism and growth in our teachers that is able to establish system change in our schools. Research also shows that the use of these instructional practices also increases student achievement and student ownership of their learning. However, it is not enough for just me (or a small group of teachers) to know that this is best practice. I think trying to take this process to a new school is helping me to continue to grow as an educator and an instructional coach. I am learning effective ways to replicate this process, so education can be changed one teacher, PLC, and school at a time.

Author

• Emily Ward, Elizabeth Davis Middle School