This blog question seems to be related more to the content of chapter 8 that addresses empowerment and collegiality. Empowerment in chapter 5 is framed as "inquiring communities" where principles and teachers search and reflect on solutions to the problems they face. Collegiality in chapter 5 is addressed as "communities of practice" where teachers are informally connected in a way that helps evolve a single shared practice of teaching.
The reality of our school environment, including constraints on teachers' time and physical separation/isolation/distance, keeps collegiality isolated to pockets of teachers that are in the same department or "pod". Communication by email helps to bridge the gap somewhat, and initiate conversations about instruction that are sometimes followed up in person or threaded to include others such as parents, case managers, counselors, fellow teachers and administrators. Empowerment in our school environment is encouraged by an open door policy with our administrators and guidance counselors. It is also encouraged by a liason relationship between the principal's advisory team and instructional departments in our school that address concerns that can be talked about in depth with a small group (department), with the summary opinions/concensus brought back to the administration team for consideration. This seems to be used effectively in our school to make decisions that include the voice of every teacher with an interest or stake.
I think our principal wants to share decision making in a way but she's so afraid to make a wrong decision and take responsibility for her staff. Teachers feel very committed to the students at our school and grade level teams work together to form a strong curriculum. Each grade level works as a team. However, parents' opinions are valued much more than teachers' opinions. Groups such as the PTA Board hold a great deal of power at our school. This is frustrating to most teachers because we are not viewed as equal stakeholders. Because of this, teachers do not feel empowered and the staff does not work as a team.
I think collegiality exists @ my school when it comes to decision making, but it is done with a select group of teachers. Many of the teachers are involved in the decision making of the school, but many are not. This does create a decision-making cast system, where some teachers are in the decision-making loop, and others are left out.
I think our administator allows ample time for us to collaborate on grade levels, by content areas, and even in vertical groups. I work in a Basic School, and collaborations is a huge part of it. As for decision making, we do actually get together and discuss not only with out grade level, but with other teachers in other grades. We are on committees that work together for the school, not just a certain group.
Collegiality at my school, as in many I have read about, involves our grade levels collaborating and working as a team. Everyone shares and works toward the ultimate goal of the school which is to meet the needs of our students and help them to achieve. As for empowerment, I believe that there are a few people that the principal feels more comfortable with in helping him analyze and make decisions for certain situations.
Where I teach, I feel that we are empowered and have a say in decisions that will affect the school, students, and staff. However, these decisions usually come from within a committee, and so unless the teacher is motivated to participate on one of these committees, his/her voice may not be heard.
For the most part, teachers at my school feel like their voices are heard in the decision making process. However, most of the work is done in committees or through the voices of our department leaders. I have a problem with teachers who want to complain, but do not want to step up and take on some responsibility in the decision making process.
I feel that in our community we feel empowered in our own classrooms, but we also seem to feel as if as a unit we have a strong sense of collegiality and empowerment. We understand the limits of our influence, and use it to the best of our ability. At our site sharing some power is a necessity in order to have any success.
9 comments:
How do you feel about the empowerment and collegiality of your school community when dealing with decision making?
This blog question seems to be related more to the content of chapter 8 that addresses empowerment and collegiality.
Empowerment in chapter 5 is framed as "inquiring communities" where principles and teachers search and reflect on solutions to the problems they face.
Collegiality in chapter 5 is addressed as "communities of practice" where teachers are informally connected in a way that helps evolve a single shared practice of teaching.
The reality of our school environment, including constraints on teachers' time and physical separation/isolation/distance, keeps collegiality isolated to pockets of teachers that are in the same department or "pod".
Communication by email helps to bridge the gap somewhat, and initiate conversations about instruction that are sometimes followed up in person or threaded to include others such as parents, case managers, counselors, fellow teachers and administrators.
Empowerment in our school environment is encouraged by an open door policy with our administrators and guidance counselors. It is also encouraged by a liason relationship between the principal's advisory team and instructional departments in our school that address concerns that can be talked about in depth with a small group (department), with the summary opinions/concensus brought back to the administration team for consideration. This seems to be used effectively in our school to make decisions that include the voice of every teacher with an interest or stake.
I think our principal wants to share decision making in a way but she's so afraid to make a wrong decision and take responsibility for her staff. Teachers feel very committed to the students at our school and grade level teams work together to form a strong curriculum. Each grade level works as a team. However, parents' opinions are valued much more than teachers' opinions. Groups such as the PTA Board hold a great deal of power at our school. This is frustrating to most teachers because we are not viewed as equal stakeholders. Because of this, teachers do not feel empowered and the staff does not work as a team.
JONATHAN PAIT'S COMMENTS:
I think collegiality exists @ my school when it comes to decision making, but it is done with a select group of teachers. Many of the teachers are involved in the decision making of the school, but many are not. This does create a decision-making cast system, where some teachers are in the decision-making loop, and others are left out.
I think our administator allows ample time for us to collaborate on grade levels, by content areas, and even in vertical groups. I work in a Basic School, and collaborations is a huge part of it. As for decision making, we do actually get together and discuss not only with out grade level, but with other teachers in other grades. We are on committees that work together for the school, not just a certain group.
Collegiality at my school, as in many I have read about, involves our grade levels collaborating and working as a team. Everyone shares and works toward the ultimate goal of the school which is to meet the needs of our students and help them to achieve. As for empowerment, I believe that there are a few people that the principal feels more comfortable with in helping him analyze and make decisions for certain situations.
Where I teach, I feel that we are empowered and have a say in decisions that will affect the school, students, and staff. However, these decisions usually come from within a committee, and so unless the teacher is motivated to participate on one of these committees, his/her voice may not be heard.
For the most part, teachers at my school feel like their voices are heard in the decision making process. However, most of the work is done in committees or through the voices of our department leaders. I have a problem with teachers who want to complain, but do not want to step up and take on some responsibility in the decision making process.
I feel that in our community we feel empowered in our own classrooms, but we also seem to feel as if as a unit we have a strong sense of collegiality and empowerment. We understand the limits of our influence, and use it to the best of our ability. At our site sharing some power is a necessity in order to have any success.
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