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Open Doors, Open Minds

Empowered teachers work and learn shoulder to shoulder

By Cynthia L. Carver
Categories: Collaboration
August 2016
Energized by a sense of curiosity and anticipation, a group of observing teachers moved quickly down the elementary school hall toward the host teacher’s classroom. The group had come together for a day of professional learning focused on student conferencing within a readers workshop. As the teachers slowed near the classroom’s open door, the facilitator whispered, “Before we go in, I have a question. When is the last time you had an opportunity to watch live classroom instruction?” The group grew quiet and pensive. A flurry of expressions crossed their faces. After several minutes, one teacher said, “I’m embarrassed to say this, but the last time I had an opportunity to observe live instruction would have been when I was student teaching. That was over

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Authors

Marcia Hudson, Lauren Childs, Cynthia Carver

Marcia Hudson (marcia.hudson@avondale.k12.mi.us) is Teacher Lab coordinator in the Avondale School District in Auburn Hills, Michigan, and the Avondale/Oakland University Partnership liaison. Lauren Childs (lauren.childs@oakland.k12.mi.us) is a teacher leader consultant for Oakland Schools in Waterford, Michigan, and president of Learning Forward Michigan. Cynthia L. Carver (carver2@oakland.edu) is associate professor in the Department of Organizational Leadership at Oakland University in Rochester, Michigan, and a past president of Learning Forward Michigan.

Teacher Lab learning survey results

The following data is excerpted from a survey of district teachers conducted in 2013-14. In this particular question, teachers were asked to describe the benefits of Teacher Lab by selecting from a list of options. Teacher responses are listed by percentage of positives votes received. 

How might you describe what you took away from your teacher lab experience?

  • Professional resources: 98%
  • An example I wanted to try in my own practice: 96%
  • A new reflection on an instructional strategy: 94%
  • New information: 92%
  • New understanding of familiar information: 92%
  • Specific tips and guidance about classroom work: 88%
  • A sense of connection to my colleagues: 88%
  • A new insight about student learning: 84%

Spectrum Of Professional Learning

  • Exemplary Demonstration
  • Demonstration Lesson
  • Open Practice
  • Collaborative Inquiry

References

Feun, L. & Carver, C.L. (2013). Opening our classroom doors to job-embedded professional learning: An initial evaluation of the impact of Avondale’s Teacher Lab on student learning and student achievement. Evaluation report prepared for Oakland Schools.

Learning Forward (2011). Standards for Professional Learning. Oxford, OH: Author.

Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.

Oakland Schools. (2014). Job-embedded professional learning: Created by and for teachers in Oakland County, Michigan. Available at https://issuu.com/communicationsos/docs/jobembeddedproflearning_2_14_14_e2bd61c28fed17.

Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. San Francisco, CA: Jossey-Bass.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.

Cynthia L. Carver
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Categories: Collaboration

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