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

Session Type: Symposium

Abstract

In our current context of teacher shortages, DEI disagreements, and pandemic recovery, we observe an increasing demand for teacher independent decision making (loose) and a decrease in the organizational support for instructional models that include collaborative PLCs and data-based decision making around learning targets and other shared instructional data (tight). From our seats--teachers, coaches, leads--we explore and reflect on how our actions impact this tight-loose paradox. We use a social organizational lens (Rosenholtz, 1989) to explore a range of topics in the theme of reframing and addressing the tight-loose paradox from within using our voices as K-12 practitioners. We will use a story-telling structure to activate participant knowledge and make connections to the tight-loose paradox through our reflective practice.

Sub Unit

• SIG-Teacher as Researcher

Chair

• Megan K. Babb, J.R. Tucker High School

Papers

• Buy-In for the Concerns-Based Adoption Model (CBAM): Adapting CBAM to Increase Student Ownership of Learning Strategies - Megan K. Babb, J.R. Tucker High School

• Leveling Up: Reflecting on the Path to Rigor - Patricia Cook, Chesterfield County Public Schools

• Creating Partnerships to Replicate Instructional Models in a New School - Emily Ward, Elizabeth Davis Middle School

• Continuing Conversation With Colleagues About Providing Tiered Supports to Students - Shannon Costley, Carter G. Woodson Middle School

Discussant

• Susanne Croasdaile, Virginia Commonwealth University