Other’s Comments on Standards
Standards of Democratic Supervision:
I Democratic Supervision is certainly not an easy model to achieve. As Dr. Waite said, the supervisor must lay the groundwork in advance. The culture must be one of trust and openness. It may take years to develop that open relationship. A new principal cannot walk onto a campus and begin to talk about democratic leadership until she can prove in all her actions and words that she truly buys into this process. If she has been labeled an authoritarian or "mircomanager" she will have to invest twice the effort to prove that she wants to involve the rest of the faculty.
Decomacracy on a campus is time-consuming. First, the leader must take whatever ideas she has and reflect on them. This could take weeks? Months? Even a year? After creating a model or vision for that idea, she shares with her leadership team. Again, the culture must be that of openness and trust. Those closest to her should be able to express their faith in the plan, but still be able to express concerns and critique without fearing retribution. Then it is time to talk to teacher-leaders (dpt. heads, and team leaders) we will again discuss and weigh options. The interesting thing I have found is teachers at my school have said several times, "Just make a decision...tell us what you want!" I can see their frustration, but I have told the faculty that if I can involve the group in a decision, I will. I worry that the very people who tell me to tell them what to do would be the first to complain that they had no opportunity to provide input. In addition, if they don't agree with the decision, they might be inclined to either blame me for its failure, or refuse to participate because they didn't have an opportunity to contribute their input.
Certainly, the supervisor must be open to all the input she receives. She must make it clear (and this could take several meetings during the planning process) that she does take in all ideas and listens to every idea, but she cannot implement every idea presented. She has to narrow down all the input and sift out what isn't best for students. On the other hand, she will lose trust if time and effort are invested in an improvement process, and she simply does what she wanted to all along. That is perhaps the greatest trust-buster of all.
Democratic leadership modeled from the supervisor sets a tone for teachers that democracy in the classroom is encouraged. No, the teacher doesn't set the students loose in a free-for-all, but the students can certainly provide input into the way aspects of the class is run. For instance, a social contract or a learning contract can be developed within the classroom. Students and teacher know what is expected, and the consequences for not meeting those expectations. The teacher must be vigilant in following the contract drawn up by the group. If he is inconsistent or (similar to the principal's example) authoritarian or unpredictable, the students will be confused and will lose trust in him and the democratic system.
Glickman discusses democratic learning which is where every campus and classroom should desire to achieve. In democratic learning, the group works together to share ideas and responsibility for everyone and their learning. They are provided choices in their learning, and they work together to learn, and they help each other along.
Democracy in a school district, campus, or classroom can help "level the playing field" for all. While everyone strives to improve and grow, the notion of winners and losers is eliminated. When the group learns together and works as a team, the individual student benefits, and the others learn about being good citizens where there are no upper and lower social classes.
All of these ideas are very time-consuming to plan, discuss, model, and monitor. It doesn't happen in one year. The leader needs time to consider and plan, and then needs to work on helping the rest of the faculty move in a democratic direction. Then, as teachers leave, she can fill the spots with those candidates who express similar ideas about the democratic campus. The principal will never have 100% buyin, but in time, she will have shown that she is sincere about her values, and that she doesn't just give it lip service.
Respectfully submitted- Karin Johnson, Principal,
Running Brushy Middle School
Standards of Ethical Learning and Teaching:
I am reminded of the Principles of Learning that come from Lauren Resnick’s work at the Institute for Learning. Through these principles, students are taught to understand the subject matter in ways that they can explain what they are learning and why. Dr. Starratt believes that teachers need to be sure that kids know why they are learning something. Dr. Starratt also argues that it is our moral obligation to get into our subject matter so that we know why it is significant for our kids. I believe all of our work should be looked at in this manner.
Respectfully submitted-Rosa M. Pena, Principal
Standards of Ethical Learning and Teaching, Standard 2.2:
I love the way Dr. Starratt wrote this standard… “and respecting all students’ present talents and interests and their huge potential”. After talking with Dr. Starratt I know he believes and acts this way. He encouraged us to keep being positive and idealistic…that’s the only way positive lasting change can happen. He starts off the standard saying, “successful supervision encourages teachers to…” He is not saying make teachers or require teachers to…but encourage teachers. By encouraging teachers, the supervisor is modeling this behavior. We learn more by what is caught than what is taught.
Submitted by Robin H. Ramirez. LSSP
Standards on Ethical Learning and Teaching:
Dr. Starratt’s suggestion on empowering parents with knowledge about standards and tests is one that I am in total agreement with. It is important for our parents to understand completely how school politics work-locally and beyond. They need to know that their voice is important for the decisions that are being made for our schools etc. One way to do this would be to hold “parent academies”-small, evening classes that teach the parents the process and how that relates to their child’s school and their learning.
Respectfully submitted, Rosa M. Pena, Principal
Standards on Ethical Learning and Teaching:
Dr. Starratt’s encouraging approach to teaching and learning veers away from the dominant attitude that cascades across public education debates today. Too often, problems are addressed by quickly placing blame rather than investigating what is important in education. By refocusing on the importance of making education significant, Starratt pushes aside the bickering and allows the focal point to be the teaching of students. Taking action, whether it be as an administrator, teacher, parent, or student, is much more beneficial than placing blame.
Submitted by Sally Partridge
Standards of Ethical Learning and Teaching, Standard 2.3:
Dr. Starratt explains as part of his standard 2.3 "Identifies and articulates personal and civic values and meanings in the curriculum being taught by teachers with whom supervisors work," that school learning should focus more on a "fuller humanity" and develop "human capabilities" in the students and teachers. As a current supervisor in education, I believe that this is key to all of the relationships that Starratt discusses in his chapter. One of the most difficult things for students to accomplish in their learning is find their own placement in the greater community and work toward those civic responsibilities.
Emily Reichert
Ph.D. Student, Texas State University
Standards on Collegiality and Collaboration:
Due to the high demands placed on teachers, very little time is allotted to collaborate, interact and reflect with peers. With the pressures placed on school leaders for high student achievement based on standardized tests, the area of making time for building collegiality and collaboration among staff is too often ignored. There is much to be gained from the implementation of the Standards of Collegiality and Collaboration written by Sally Zepeda.
The second standard, "Successful supervision reduces isolation by encouraging teachers and other school personnel to collaborate by engaging in critical discussions about instructional practices that transcend individual classrooms", is critical because in order to get better at their craft, teachers need opportunities to learn from each other by sharing in meaningful discussions and problem solving on their own. Teachers need opportunities to discuss instructional practices that are working, practices that need to be enhanced and time to seek out experts on their campuses in areas where they need help. In turn, this benefits student learning and a culture of collegiality fosters student growth. -Letti Grimaldo, VGCRLA, University of Texas at Austin
Power dynamics in public schools is a hot discussion topic in university preparation courses, but it is rarely alluded to on campuses. Instead of initiating discussions to debate the division of power on a campus, educators are more likely to quietly rebel against decisions that they believe were made without their professional input. Although energy has been put into building campus teams that distribute leadership, and professional development programs aggressively market developing leadership capacity, teachers are struggling with the implementation of policies in which they have no say. Rather than initiate dialogue to discuss frustrations, there is a tendency to hibernate into the classroom where teachers do feel a sense of ownership and, to some extent, power. I believe there is a need for increased academic dialogue on campuses. Principals need to be shown how to balance the managerial tasks that often monopolize time with the instructional communication that can encourage teachers to share their opinions in a constructive manner. Encouraging action research is one way to promote more of a focus on academics, but simple conversations and dialogue that center around education are a step in the right direction (and require less forethought and planning).
Submitted by Sally Partridge
Standards on Reflective Practice:
Dr. Rucinski’s standards ring true as they are developmentally based. As one is able to meet the first level, including the first two standards, one advances to encompass more ethical reflective practices. I see this as a practical approach to reflective practice and to supervision in general.
Dr. Rucinski’s standards remind me to keep the end in mind with regard to lasting real school improvement/reform. Her bringing together the aspects of cognitive dissonance with school reform and personal responsibility has influenced my own reflective practice. It allows me to be human when faced with incongruence between what I do and what I say I believe in. I hope to be a positive model to others in school improvement.
Submitted by Robin H. Ramirez, LSSP
Standards of Critical Inquiry:
Dr. Smyth helped remind me that as a principal I need to ask the hard questions focusing on the disadvantaged voice of our students. We need to begin by identifying who has the power and who is disadvantaged.
Submitted by Cathryn Mitchell, Principal
Standards of Critical Inquiry:
Dr. Smyth encourages educators to step back and question the current system of teaching and learning in public school systems. Despite an outrage in the implications on standardized testing on students, when the issue is brutally examined, are we as educators only concerned with the repercussions for students? Or are we bothered by the repercussions standardized testing has on our creativity and independence in the classroom? Both are valid concerns, but it is important that we are honest regarding our motivations behind our role in education. Looking back on my career as a teacher, I see numerous occasions where my own interest trumped those of my students, and although it is important for both teacher and student to be passionate about subject matter, it is critical that we as teachers do not hide behind the banner that we are doing what is best for students. More importantly, we need to constantly reflect on the climate we are creating in our schools and push to meet the interests and demands of each individual in the classroom.
Submitted by Sally Partridge
Standards of Critical Inquiry 5.2:
Smyth's second standard for critical inquiry, "Facilitates teaching that works for the least advantaged in the school and its community" really hit home with me. It is extremely important that we, as educators, encourage and facilitate engagement by all students, not just a few. Having high expectations for all students in the classroom, at the very least, gives everyone an equal opportunity for success.
Smyth quotes from Engaging Schools (National Research Council, 2004), "When students from advantaged backgrounds become disengaged, they may learn less than they could, but they usually get by or they get second chances; most eventually graduate and move on to other opportunitites. In contrast, when students from disadvantaged backgrounds in high-poverty, urban high schools become disengaged, they are less likely to graduate and consequently face severely limited opportunites (p.1)
It is our job, our responsibility, to make sure all students get equal opportunities in the classroom.
Submitted by Leticia Grimaldo,
Vaughn Gross Center for Reading and Language Arts, University of Texas at Austin
Standards for Action Research:
Standards for Action Research are clear and vivid. They seem to align with most of the research that I have read on Action Research.
Submitted by Denise Villa, Assistant Principal
Standards for Professional Development:
A difficulty in designing effective, system-wide professional development is the unique needs of individuals within the organization. Using self-reported data for improvement, there is almost a need for professional development conferences that have break out sessions for the different levels of need. We can no longer just categorize different sessions by more than just years of experiences or content level.
Submitted by Rosa M. Pena, Principal
Standards for Teacher Evaluation:
There is a need to use a variety of data sources for formative assessments of teachers to help with goal setting and professional development.
Submitted by Rosa M. Pena, Principal
Standards of Critical Inquiry:
As the leaders of schools, we will need to encourage teachers to take risks and hope that the students learn this from them. We need to create the space for teachers to be risk takers and hope that the teachers then create the space for the students.
Submitted by Rosa M. Pena, Principal
Standards of Diversity:
How does one truly go about ensuring equitable access to knowledge for all students regardless of race, gender, ethnicity, special needs or social class? While I understand that this would be ideal I’m not sure if it can be standard
Submitted by Denise Villa, Assistant Principal
Standards for Clinical Supervision, Standard 7.5:
This is such an important standard for supervision. To acknowledge a teacher’s developmental nature is to give them room to grow at their pace. This really does allow the teacher “the developmental time needed to improve”. The supervisor doesn’t have to try to control a teacher’s classroom but can point out potential harmful practices and/or lead them towards their next developmental milestone as a teacher. In my opinion, this is a standard on which to build a positive, growth-oriented, ethical supervision practice.
Submitted by Robin H. Ramirez, LSSP
Standards for Clinical Supervision, Standard 7.8:
Building your platform for teaching is very important in knowing who you are and why you do things the way you do them. As educators, I believe it is important for us to reflect on our espoused platforms so that we get a better understanding of our actions.
Submitted by Rosa M. Pena, Principal
Standards for Clinical Supervision:
The authors remind us that supervision is a function, not a person. Supervision can be carried out by anyone. We must also remember to be contribute to collaborative inquiry in our schools and in our classrooms. This will help us keep moving our work forward and to make sure we are meeting all students’ needs.
Submitted by Rosa M. Pena, Principal
Standards for Teacher Evaluation;
As instructional supervisors we must help teachers individually and use formative forms of assessments rather than summative. We need to be able to help improve individual teacher practices and help them through professional development opportunities.
Submitted by Rosa M. Pena, Principal
Standards for Supervision of Professional Development 9.5:
Standard 9.5 is probably the most important of this set, yet the most neglected. If education is to improve to a noticable degree, we must find a way to get district level staff development departments to begin acknowledging these needs. I plan to give a copy to the professional development department in my own district and ask them to seriously consider our practices.
Liz Canales
TxState Phd program in School Improvement
Other’s Comments on Sample Professional Development Activities
Professional Development on Collegiality and Collaboration (Activity 3-A):
I think it is important to create and support learning communities on the campus. This allows teachers to build a common purpose and learn from one another in a non-threatening environment. This type of professional development takes teachers at where they are at and helps them improve their instructional practices.
Submitted by Cathryn Mitchell, Principal
Professional Development on Curriculum Development (Activity 10-A)
While understanding a person’s educational policy is beneficial, a case study on a school implementing a new curriculum could also be helpful.
Submitted by Denise Villa, Assistant Principal
Professional Development on Diversity (Activity 6-A):
As a way to determine the level of multicultural materials used in a classroom, open a textbook and begin recording the different ways cultures are presented. Is it through pictures, content, community relations, etc? If one approach is used more than others, then talk about what you can do to supplement the information.
Submitted by Cathryn Mitchell, Principal
