Teachers Teaching Teachers

Takeaway: 

Learning from the expertise of others in the same profession requires a growth mindset and a dash of humility. However, if done well, it is by far the best way for teachers to grow and learn.

Teachers Teaching Teachers:

As teaching requires a highly educated work force, we can understand why some would think that teachers are ready to excel right out of their university program. However, research shows that around 70% of a highly successful teachers growth comes from on the job experience and training. If only 30% of that success can be contributed to university studies, how can schools ensure that the right support is going towards its instructional staff? The following strategies are proven and I personally have implemented them at schools I have worked at.

Teacher Talks

We often begin our staff meetings with teachers presenting for around 5-10 minutes each on a specific topic. Asking teachers to present is a great reinforcement from leaders as often teachers are chosen after a walkthrough or observation, in which something admirable has been seen by the observer. Teachers love this as they get to hear from a practicing educator, and even if they do not implement what they hear, their minds have expanded from the new ideas.

Teacher talks usually begin with a very short and positive introduction by the person who invited them to speak. Teachers can create a slide show, prepare a demonstration, do some modeling, or simply talk about their topic. This freedom provides the right amount of autonomy so that teachers who are asked to speak are not burdened by significant planning or arranging one more thing.

After that 5 minute compact and thoughtful talk, we typically allow for a handful of questions from the staff. The teachers know they can ask relevant questions or follow up on something they heard. Oftentimes, this is where the magic really happens. Just be sure to keep them within the designated time frame or the teachers will begin to lose their attention and then lessen the value of these talks. Looking to change your culture or develop and growth mindset? Teacher talks are the place to start.

PLCs

Professional Learning Communities can be tough. There are so many ideas about what they are and are not that it can feel like no one does them correctly. 

The essence of the PLC is very simple - A team of teachers looking to improve their craft to further student learning. There are more ways to accomplish this than I care to count, but I highly recommend each team focus on goal setting. If all members on a team are working towards a common goal or supporting each other in achieving their own goals for student learning, then you have a great PLC. 

Start by identifying a shortcoming in your students, look for evidence to support that this shortcoming is a problem (data is not required, but does help), clarify what learning behaviors need to be changed or progressed for your students, and then look at what the teacher needs to do to accomplish this. Now your team has a goal and a strategy is not far behind. 

Peer Observations

These longer classroom visits by another teacher are non-evaluative and meant to provide insight for both the observer and the one teaching. Oftentimes done best in a narrative form (sort of like writing a script of the class as the observer sees it), observing the practices of another professional can be very eye opening and mind expanding.

Great peer observations result in the two teachers meeting the same or next day after an observation. The observed teacher will reflect on the lesson, what went according to plan, what did not, and what should be changed for next time. The observer points out what they found commendable, what they would like to adopt for themselves, and shares questions that may prompt the observed teacher to further think and reflect on their practices.

Remember, these are two professionals learning from each other. No one has all of the right answers, but they both have a lot to offer and room to learn. Mutual respect and some level of trust makes a huge difference.

Mentoring

The traditional role of mentor and mentee has its place, but needs to be limited when possible. While there can still be benefits from a teacher learning directly from another, traditional mentoring should only be provided for brand new teachers or those who need additional support.

Peer Group Mentoring has emerged out of research from the European Union and has had a great impact on schools. Comprised of 6-10 educators, two or three of which are experienced and the rest are newer, this group is designed for mutual learning and support. While the topics and discussions will naturally lean towards supporting the newer teachers, approaching these discussions with equality for the group’s members means that all will learn and benefit from it.

The facilitator helps guide the discussions and topics, although the biggest role is ensuring that all members participate equally. This mentoring group leader can and oftentimes is a trained and experience educator, which provides another avenue for teachers to learn from each other.

Workshops

This direct approach can be a profound experience. An organized and effective teacher sharing some of what makes them special or which practices they find the most effective can disarm those who are resistant to change or trying new practices. Listening and learning from a professor, specialist, or administrator is all well and good, but learning from someone who goes through the same experiences that all other teachers do adds a sense of relevancy, where others may not. 

While organizing or leading workshops can seem daunting, they are actually quite simple. School leaders, team leaders, or any teacher who observes others can readily identify what qualities lead a teacher to excel or which techniques are worth sharing. As most school schedules have professional development days built in, simply ask a handful of teachers to lead 30 minute workshops and put out a sign up sheet to attend. With a little guidance for speaker and audience expectations, the teachers will be learning from each other in no time.

Team Teaching

Depending on the size of your school, team teaching can be an incredibly effective way for teachers to learn from one another. My first year of teaching was incredibly foundational and having a team of four other highly experienced middle school math teachers set me up for lifelong success in education. Their practices, strategies, and teamwork gave me that foundation to excel in future schools. Never underestimate the role of a strong team in influencing the development of teammates.

The ability to co-plan is incredibly powerful. This is more than just adopting the work and structure of another teacher. As teachers begin asking each other for explanations and rationale of what they are doing and why, teachers really do get a chance to sharpen and learn from each other.

Concluding Thought

There are many other ways that teachers can learn from each other, with less direct methods include reading, YouTube videos, and podcasts. Yet, working with your colleagues at your own school to improve your craft as an educator can have a quicker and bigger impact. Dive in with those around you and you all might learn a thing or two and create a culture of teacher growth and development.