Learning Forward
Equity and excellence in teaching and learning.
IDEAS
A different kind of book club
By Sandy Cameli
Categories: Collaboration, Learning communities, Learning designs, PersonalizationFebruary 2020
Vol 41, No. 1
Schools and districts have held book clubs for professional learning for decades. Unfortunately, the scenario often looks like this: An administrator hands out a book and asks the staff to read, discuss, and prepare to act on the latest initiative in education. This is often followed by staff members returning to their classrooms or offices, sticking the title on a shelf, and forgetting about the assignment, as the life of school takes over. Fast-forward months later, when dust has settled on a collection of professional readings and the purpose has ultimately been forgotten. Topics and titles preselected by an individual or small team limit the impact of such professional learning. This one-size-fits-all format rarely yields beneficial outcomes for leaders, let alone those being led, especially
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ABOUT THE NA KUMU ALAKA’I TEACHER LEADER ACADEMY
Educators participating in Na Kumu Alaka’i Teacher Leader Academy attend professional learning sessions aimed at nudging master teachers out of the classroom and into leadership roles to impact peers and school or district-level initiatives.
Coupled with the Teacher Leader Model Standards (NNSTOY, 2017), the Hawaii Department of Education (HIDOE, n.d.) uses its Leadership Competencies (HIBOE, 2015) to provide a strong foundation for innovation, collaboration, and personal and professional growth for all its aspiring and practicing leaders.
Professional learning is designed to promote and endorse educational leadership in Hawaii’s public schools and align with the eight competencies identified: achievement focus, instructional and learning leadership, family and community engagement, talent development, reflection and integrity, communication and relationships, change leadership, and resource leadership.
Teacher leaders are invited to leverage their expertise as practitioners to promote learning, improve practice, and help grow capacity within others. Thus, when choice and voice are routinely embedded into professional development, talent is expanded and leadership shared between colleagues.
References
Bagley, R.O. (2014, August 18). How ‘unconferences’ unleash innovative ideas. Available at www.forbes.com/sites/rebeccabagley/2014/08/18/how-unconferences-unleash-inn ovative-ideas/#1539481645bd.
Cameli, S. (2013, December 13). Un-leading. Available at tlahawaii.blogspot.com/2016/12/un-leading.html.
Hawaii Board of Education. (2015, November 17). Update on Leadership Institute. Available at boe.hawaii.gov/Meetings/Notices/Documents/2015-11-17%20HR/HR_11172015_Update%20on%20Leadership%20Institute.pdf.
Hawaii Department of Education. (n.d.). Professional development: The Leadership Institute. Available at www.hawaiipublicschools.org/TeachingAndLearning/EducatorEffectiveness/Profes sionalDevelopment/Pages/Home.aspx.
National Network of State Teachers of the Year. (2017). Teacher Leader Model Standards. Available at www.nnstoy.org/teacher-leader-model-standards.
Open Space Institute. (n.d.). About Open Space Institute. Available at osius.org/content/about.
Unconference.net. (n.d.). Introduction. Available at www.unconference.net.
Sandy Cameli (sandy.cameli@k12.hi.us) is an educational specialist for Na Kumu Alaka’i Teacher Leader Academy for the Hawaii Department of Education.
Categories: Collaboration, Learning communities, Learning designs, Personalization
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