“A leader nurtures and sustains a culture that supports evidence-informed teaching and learning” (Alberta Education, 2018, p.5).
"The Escape from the Learning Zone,” noted that Professional Learning (PL) is impactful when the staff are involved in planning it. However, when administration does it, it moves the staff to the Zero Learning Zone” (Knight, 2018, p.22). I have held on to this tidbit of wisdom in this reading as it really is true! This is an area I am still growing in. I find it difficult to balance District initiatives for our teachers, my leadership vision of what PL is needed and providing PL that teachers want to engage in. I realized that when teachers dig their heels in and do not want to engage, it can sure create a rally of discontentment! I have noted and watched the Principal of the school navigate these situations. What I have learned is; ideally teachers need to be leaders and have skin in the game when it comes to PL, you need to meet the teachers where they are at, listening to fears and hesitations. In the end, it is my role as a leader to notice the gaps in learning and address them. Elmore (2006), used the term Reciprocal Accountability, which provided me with the insight that when, “leaders who call upon others to engage in new work, achieve new standards, and accomplish new goals, have a responsibility to develop capacity of those they lead to be successful in the meeting these challenges" (p.93). I came to a realization that I need to be patient, listen to the feedback from teachers, honour it, meet them where they were at but not let go of my vision. At the same time, it is important to take feedback from my teachers and use this moment as a growth moment in my instructional leadership, moving forward as a leader because “the uncomfortable truth is that most of us can't see ourselves truly objectively (Halvorson 2015). At the same time, as a leader it is my job to create these opportunities and move teachers along.
Areas of Impact:
Educational Assistants (EA) growth and professional learning on inclusive practices and strategies in classroom.
Fostering leadership within the EAs working with students that fosters a greater impact on student learning.
Building and fostering a strong support staff that is cohesive, and collaborative.
EAs are involved in ISP process and student goals and learning.
Mentoring EAs as they take on teaching literacy activities as intervention practices in classroom
Working with teachers in supporting practices that boost Literacy and Numeracy Practices; Phonics programs, Math Residency.
Developing inclusive practices alongside students to support learning and regulation
PL for teachers; Laura Paiment (Regulation and Teaching during a Pandemic), Shelley Moore ( UDL planning and Designing Inclusive Supports), Math Residency Teacher (Number Talks, BFF kits), Speech Language Pathologist (Language Delay Universal Supports in Classroom).
Working alongside with the Principal to put technology tools and skills into our parent/ student community during online learning. (Computers for Schools, Dojo, Microsoft Teams platform, and online assemblies).
Understanding and developing proficiency in the Teams Platform in order to support online teachers, and substitutes teaching in our online classrooms.
Developing a collaborative, relationship with the school Family Liaison Counsellor. Together we provide wrap around services to support our families. Counselling, food security, clothing, in home supports, FSCD support, and school engagement.
Lunchable Munchies has been brought in for the past two years providing healthy food for our students including Halili lunches.
Strong communication and relationships with our families; in order to support them in their child's education. Parent meetings continued in person during pandemic, supporting/teaching technology to keep parents connected by TEAMS for meetings and student support, virtual assemblies, coordinating SLP services and LLI support virtually during the pandemic.
Sub release time at beginning of year to review student, support needed and to start dialogue about where I can support and help.
Supporting the Principal as we challenge staff to use a different lens when it comes to assessment and reporting. Moving to more effectivley use the ISP and to change to adapted report cards and assessment practices.
Changing LLI practices and programming to focus on our needs in the upper grades where support is needed. Teachers and EA feel more supported
Reflections: Developing a shared responsibility with teachers and EAs has become an area of focus and growth this year. I am more and more not allowing conversations to occur in a hallway and being hijacked to have conversations that require time and reflection. I am finding when I carve time out, and teachers or EAs engage together in committed time, problems are solved together, emotions are less and my words are thoughtful and intentional. I feel this year after creating sub release at the beginning of the year to talk about student, needs and how we can universally support many of our needs, our teachers and myself are on the same page and working collaboratively together.